Enabling TEL capacity across complexity

Pacific Journal of Technology Enhanced Learning, Год журнала: 2024, Номер 6(1), С. 14 - 15

Опубликована: Апрель 15, 2024

Embedding technology is now a necessary part of higher education teaching and learning policy practice, owing to cascading effects technological advancements the pandemic-driven disruption traditional modes (Rapanta et al., 2020, 2021). Well-designed enhanced (TEL) spaces activities can provide experiences that are authentic, learner-centred, flexible, equitable (Cochrane 2017; Dunn & Kennedy, 2019). Despite growing supportive evidence these benefits, university systems often retain legacy structures practices where technology-enhanced, creative flexible not easily integrated or well supported (Bridges al. 2023). These issues may be exacerbated by perceived comfort – both academics institutions offered ‘snap back’ pre-pandemic settings (Bryant 2022). As rethink ways in which they enact TEL (García-Morales 2021; Rapanta 2021), understanding navigating potential barriers enablers innovative design (Bone 2022) becomes important. Within this presentation, I draw reflect on recent projects consider how academic development programs might facilitate initiatives targeted sustainable. For individual academics, approaches vary, with flow-on into teach, outcomes their students (Trigwell Prosser, 1997, 2004). In challenging, high-pressure environments, who teach have capacity adapt rapidly changing context Indeed, impacts pandemic highlight during times crisis needs more holistic adequate support for change Sumer Mulder 2022; Bone review). Enacting such institutions, highly complex (Knight 2001) but increasingly fragmented siloed (Becher Trowler, 2001), requires delivery supports mimic respond complexity Ross 2019), responsive intents priorities management, students. technologies curriculum environment sustainable build incentives drivers from leadership (top-down), reward harness existing enthusiasm (bottom up) Building networked enable design, innovation involve communities mentoring other knowledge-sharing across disciplines roles institutional boundaries bring together those interested specific aspects (Narayan press) also feel isolated within hierarchical press). Knowledge sharing community building has clear drive positive change. community, we must continue advocate teaching, emphasise collaboration collegial knowledge-sharing, push greater recognition as work future learning.

Язык: Английский

Examining academics’ changing approaches to teaching in response to the pandemic disruption: a phenomenographic approach

Teaching in Higher Education, Год журнала: 2024, Номер unknown, С. 1 - 22

Опубликована: Сен. 24, 2024

Язык: Английский