by Dr Chris Alexander, Head of the Technology Enhanced Learning Centre [UNIC]

What is Technology Enhanced Learning (TEL)?

TEL, in short, strives to understand the software, hardware and ‘humanware’. Moreover, in an environment of rapid technological change and increasing competition, it’s imperative to always be analysing how humanware-user idiosyncrasies might affect learning technology uptake. Why learning technology users reject some technologies for me is far more interesting and revealing than why they accept them. Consequently, TEL is a particularly complex discipline requiring a critical, well informed, principled and ‘humanistic’ approach to the implementation of learning technologies. Therefore, the real challenge to understanding TEL should not be about the role of the teacher per se, essentially, it should lie in the way the real needs of the unpredictable humanware are fused to the capabilities of appropriate learning technologies.

At the heart of TEL is a practicable framework, which provides an essential foundation for understanding its multifaceted nature, and on which to base grounded TEL strategies clearly.

A Technology Enhanced Learning Framework À La Hierarchy Of Needs

Learner improved engagement, satisfaction, success and retention in the TEL environment is predicated on effective continuous professional development, which in turn, is dependent on the researching of suitable learning technologies. These three top framework components rest on the supportive institutional framework foundation.

Researching Learning Technologies

A Key Framework Issue is TEL horizon scanning and research into best TEL use.

With a view to enhancing CPD and to improving the TEL environment, logic demands that tier two of the framework should comprise horizon scanning the rapidly evolving learning technologies’ market and researching the best use of existing learning technologies. This very time-consuming undertaking includes keeping up to date with TEL developments in exhibitions, conferences, and by extensive reading; it also involves trialling and testing.

Areas of research (with some overlap) could include for example:

• Scalable multimedia authoring software options on various platforms
• LMSs e.g., new developments, second generation LMSs
• General TEL technologies e.g., proctoring, antiplagiarism, videoconferencing, lecture capture, e-portfolios, game-based, mobile etc
• LTI solutions e.g., Edu Apps
• More specialised technologies e.g., AI/ML learning technologies, Metaverse etc.
• Learning/Engagement Analytics e.g. xAPI/LRS, NLU
• Educational trends e.g., ministerial reports, EU education documentation relating to TEL
• Learning Design e.g., the application of learning theories in TEL, personalisation of learning, adaptive learning, benchmarking the current assessment landscape etc.
• TEL in physical and digital learning spaces
• Open Educational Resources (OER)
• GDPR/Accessibility

Continuous Professional Development (CPD)

 Key Framework Issues: teachers being confident to design, reflect, experiment and share best practice

The aim of CPD is to improve digital literacies in a way that leads to faculty becoming (more) confident to design, reflect, experiment and share best practice.

• TEL training is about discovering pockets of contextualized instructor bottom-up success and disseminating or showcasing it—also, it is felt that there is no one ‘correct way’ for all in TEL.
• TEL training aims to showcase faculty passionate about their innovations; faculty, or rather the ‘passion’ that faculty may have, can be a powerful driver for change in an organisation.

TEL training intends to enhance the learning environment in a way that is underpinned by sound Learning Design principles and technological innovation.

Training methods can include for example:

• traditional lockstep presentations
• reflective round-table discussions
• hands-on outcomes-targeted workshops
• one-to-one or small group course-review meetings
• technical certificate-of-attendance group-training sessions
• online video-based (a)synchronous training

Some hallmarks of a successful approach to faculty training are:

• acknowledging that most faculty already likely have strong beliefs regarding how to teach their subject areas
• understanding that leveraging such beliefs is an effective way to scale sustainable teacher-driven good practice
• having realistic TEL targets, because the sheer choice of learning technologies available can be extremely overwhelming, and this might lead to loss of interest, demotivation, rejection, scepticism or even burnout

The Learner

Key Framework Issues: there is evidence of improved engagement, satisfaction, success and retention in the TEL environment

At the top of the pyramidal TEL framework is the all-important learner: it is held that evidence of improved engagement, satisfaction, success and retention in the TEL environment is an outcome of improving approaches to the preceding three prerequisite framework levels. At this stage, feedback is elicited regularly in multiple ways

Some general considerations at this fourth stage include:

• learning environments being captivating and effective—whether physical campus-based, online, hybrid, virtual
• trying to enhance learner flexibility and openness
• offering effective and convenient learner training in (better) learning-technology use
• addressing in online courses any bias towards student-to-content interactivity with a thoughtful incorporation of better-balanced student-to-student and student-to-teacher interactivity

Feedback Mechanisms

Feedback through various data collection methods is critical for making the framework responsive to the specific needs of the organisation.

Key questions are:

• to find out how, and how effectively, the learners and teachers are using the chosen learning technologies, and what they think about them (over time)
• to assess the effectiveness of training, and to determine how to improve it
• to research how to make possible technological improvements to the learning environment within the context of what is practicable, useful and desirable
• to evaluate stakeholder perspectives on TEL issues and challenges.

Feedback mechanisms include:

• traditional data collection and analysis methods (quantitative and qualitative tools)
• capturing and acting on meaningful Learning/Engagement Analytics

Final Thoughts

I have come to realise that TEL tends to become a hybrid discipline that requires one to know how to ‘speak’ the language of IT and to know how to ‘speak’ the language of education.

Yet both camps—IT and educationalists—on the whole, need to be approached very differently, and that I guess is a true bottom-line challenge in TEL.