Innovative learning in action (ILIA) issue five: Learning technologies in the curriculum
Caruana, V 2006, Innovative learning in action (ILIA) issue five: Learning technologies in the curriculum , Education Development Unit, University of Salford, Salford, UK.
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Consideration of the papers and snapshots in this edition of Innovative Learning in Action, focused on learning technology, will provide the reader with insights into a range of excellent and innovative approaches to the application of learning technologies to enhance learning both in the classroom and at a distance. It also provides us with examples of how learning technologies can both stimulate and support partnership with staff and students and collaborative learning and working. This edition is particularly timely given the aim of the University’s 2005-2008 Learning Technologies Implementation Plan (LTIP), which is to enhance the quality of, and access to, learning, teaching and assessment by supporting and developing the curriculum through the appropriate and effective use of learning technologies. The LTIP is designed to help us to reach a situation where the effective use of appropriate learning technologies becomes part of our normal teaching, research and enterprise activities, and enhances access to our programmes by all our students whether they are learning on campus, at a distance, or in the workplace. The emphasis at the University of Salford has consistently been on the identification and creative application of the appropriate blends of ICT and traditional methods, shaped by pedagogical, rather than technological drivers, and acknowledging and reflecting different academic contexts and professional and vocational requirements. We have some excellent examples of how this has been achieved here, ILIA once again providing us with an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for collaboration in a key area of curriculum development.
|Additional Information:||Contributions: ‘Communities of practice’ online? The case for ‘going feral’ in academic development, by Frances Bell and Mary Hall; Audio lectures in finance: use, value and development cost, by Roland Fox and Roger Pearson; Blending ‘SkillSoft’ into the higher education curriculum, by Elaine Ferneley and Aleksej Heinze; ESMOS: enhancing student mobility using online support, by Helen Keegan; Reflections on an intervention to motivate student learning through in-semester online assessment, by Elizabeth M Laws; Reflections on the use of an online focus group to develop practice in undergraduate supervision, by Wendy Munro; The internationalisation of higher education: the culture-quality balance in virtual learning environments, a work-in-progress, by K.M. Robinson; Achieving learning outcomes in distance learning education: planning a multidisciplinary review, by Monty Sutrisna; CAB – collaboration across borders, by Janice Whatley.|
|Themes:||Subjects / Themes > T Technology > T Technology (General)
Subjects / Themes > L Education > LB Theory and practice of education
Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education
Subjects outside of the University Themes
|Schools:||Schools > No Research Centre|
|Publisher:||Education Development Unit, University of Salford|
|Depositing User:||Institutional Repository|
|Date Deposited:||03 Apr 2009 12:37|
|Last Modified:||28 Oct 2015 23:32|
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