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首頁> 外文期刊>Interactive Learning Environments >Charting the development of technology-enhanced learning developments across the UK higher education sector: a longitudinal perspective (2001-2012)
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Charting the development of technology-enhanced learning developments across the UK higher education sector: a longitudinal perspective (2001-2012)

機譯：縱覽整個英國高等教育領(lǐng)域技術(shù)增強型學習的發(fā)展情況：縱向透視（2001-2012年）

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This article reviews key findings from six surveys of technology-enhanced learning (TEL) across the UK higher education (HE) sector, conducted by Universities and Colleges Information Systems Association in association with Jisc. Updating the findings presented by Jenkins, Browne, Walker, and Hewitt [2010. The development of technology enhanced learning: Findings from a 2008 survey of UK higher education institutions, Interactive Learning Environments. First published on: 22 January 2010 (iFirst)], the article reports on the emerging and planned patterns of TEL across the UK HE sector over the last decade. Our analysis shows that against the backdrop of Higher Education Funding Council for England capital funding, institutions have made considerable investments in technology and infrastructure to support learning and teaching - specifically in the domain of learning management and assessment systems. While the drivers for TEL development have consistently focused on enhancing teaching and learning over the years, the subject of this investment has been directed to the implementation of enterprise-wide systems to manage and control learning processes, delivering efficiencies of scale and standardised learning experiences through centrally managed solutions, rather than support for student-controlled tools. In contrast, the diffusion of technologies supporting collaborative learning and knowledge sharing has been more a feature of local TEL provision, as evidenced through the informal learning practice of students and departmental projects. The evolution of course delivery models and pedagogic developments supported through the use of technology have been noticeably much slower to realise; growth in "web-dependent" rather than "supplementary" course design models has been quite limited across the sector and we have observed negligible growth in distance learning provision over this period. The evidence suggests that challenges remain in developing course delivery models which focus on active student learning, maximising the opportunities that web and mobile technologies now offer for interactive student-centred learning design. We speculate that the recent upsurge of interest in Massive Open Online Courses may act as a catalyst in this respect, in driving campus-based courses to embrace new learning models supported by TEL tools.
機譯：本文回顧了大學信息系統(tǒng)協(xié)會與Jisc聯(lián)合進行的六次英國高等教育（HE）行業(yè)技術(shù)增強學習（TEL）調(diào)查的主要發(fā)現(xiàn)。更新詹金斯，布朗，沃克和休伊特[2010。技術(shù)增強型學習的發(fā)展：2008年對英國高等教育機構(gòu)進行的一項調(diào)查發(fā)現(xiàn)：互動學習環(huán)境。該文章首次發(fā)表于：2010年1月22日（iFirst）]，報道了過去十年中英國高等教育部門新興的和計劃中的TEL模式。我們的分析表明，在英國高等教育資助委員會提供資本資助的背景下，各機構(gòu)已在技術(shù)和基礎(chǔ)設施方面進行了大量投資，以支持學與教，尤其是在學習管理和評估系統(tǒng)領(lǐng)域。盡管多年來TEL發(fā)展的驅(qū)動力一直致力于提高教學水平，但這項投資的主題已直接用于實施企業(yè)范圍內(nèi)的系統(tǒng)來管理和控制學習過程，從而通過以下方式提高規(guī)模和標準化學習體驗的效率集中管理的解決方案，而不是對學生控制工具的支持。相反，通過學生和部門項目的非正式學習實踐證明，支持協(xié)作學習和知識共享的技術(shù)的傳播已成為本地電話服務的一個特征。通過使用技術(shù)支持的課程交付模式的發(fā)展和教學方法的發(fā)展明顯要慢得多。在整個行業(yè)中，“基于網(wǎng)絡的”而非“補充”課程設計模型的增長非常有限，并且我們觀察到在此期間遠程教學的增長微不足道。有證據(jù)表明，在開發(fā)以積極的學生學習為重點的課程交付模型方面仍然存在挑戰(zhàn)，從而最大程度地利用網(wǎng)絡和移動技術(shù)為交互式的以學生為中心的學習設計提供最大的機會。我們推測，最近對大規(guī)模開放在線課程的興趣激增可能會在這方面起到推動作用，推動基于校園的課程采用TEL工具支持的新學習模式。

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