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Title: The state of the nations: current and future developments in technology-enhanced-learning
Authors: Ferrel, G.
Alves, Paulo
Alves, Maria José C. Viveiros
Farrugia, M.
Fernandez, C.
Engert, S.
Epelboin, Y.
Grepilloux, J.
Hayes, S.
Leão, Celina
Madoz, E.
Piteira, M.
Restivo, T.
Soares, F.
Uhomoibhi, James
Keywords: Blended learning
Distance learning
Employer engagement
Learning resources
Issue Date: 2010
Publisher: Leszek Rudak
Citation: Ferrel, G.; Alves, Paulo; Alves, Maria; Epelboin, Y; Farrugia, M; Hayes, S.; Piteira, M.; Restivo, T.; Fernandez, C.; Engert, S.; Grepilloux, J.; Madoz, E.; Soares, F.; Leao, C.; Uhomoibhi, James (2010) - The state of the nations: current and future developments in technology-enhanced-learning. University Information Systems – Selected Problems. Varsóvia. ISBN 978-83-7641-356-3.
Abstract: Right across Europe technology is playing a vital part in enhancing learning for an increasingly diverse population of learners. Learning is increasingly flexible, social and mobile and supported by high quality multi-media resources. Institutional VLEs are seeing a shift towards open source products and these core systems are supplemented by a range of social and collaborative learning tools based on web 2.0 technologies. Learners undertaking field studies and those in the workplace are coming to expect that these off-campus experiences will also be technology-rich whether supported by institutional or user-owned devices. As well as keeping European businesses competitive, learning is seen as a means of increasing social mobility and supporting an agenda of social justice. For a number of years the EUNIS e-Learning Task Force (ELTF) has conducted snapshot surveys of e-Learning across member institutions, collected case studies of good practice in e-learning (see Hayes et al 2009 in references), supported a group looking at the future of e- Learning and showcased the best of innovation in its e-Learning Award. Now for the first time the ELTF membership has come together to undertake an analysis of developments in the member states and to assess what this might mean for the future. The group applied the techniques of World Café conversation and Scenario Thinking to develop its thoughts. The analysis is unashamedly qualitative and draws on expertise from leading universities across eight of the EUNIS member states. What emerges is interesting in terms of the common trends in developments in all of the nations and similarities in hopes and concerns about the future development of learning.
Peer review: yes
ISBN: 978-83-7641-356-3
Appears in Collections:IC - Artigos em Proceedings Não Indexados ao ISI/Scopus

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