Creating a culture for critical and situated technology use through effective learning design

Anne Wheeler; Panagiotis Vlachopoulos; Sandy Cope

Creating a culture for critical and situated technology use through effective learning design

Anne Wheeler^*, Panagiotis Vlachopoulos, Sandy Cope

^*Corresponding author for this work

CLIPP

Research output: Chapter in Book/Published conference output › Conference publication

Abstract

The purpose of this concise paper is to propose, with evidence gathered through a systematic evaluation of an academic development programme in the UK, that training in the use of new and emerging learning technologies should be holistically embedded in every learning and training opportunity in learning, teaching and assessment in higher education, and not only as stand-alone modules or one-off opportunities. The future of learning in higher education cannot afford to allow Universities to disregard that digital literacy is an expected professional skill for their entire staff.

Original language	English
Title of host publication	Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012
Editors	M. Brown, M. Hartnett, T. Stewart
Publication status	Published - 1 Jan 2012
Event	Annual conference of the Australian Society for Computers in Tertiary Education - Wellington, Australia Duration: 25 Nov 2012 → 28 Nov 2012

Conference

Conference	Annual conference of the Australian Society for Computers in Tertiary Education
Abbreviated title	ASCILITE 2012
Country/Territory	Australia
City	Wellington
Period	25/11/12 → 28/11/12

Keywords

learning design
professional development
reflective practice
situated technology use

Cite this

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title = "Creating a culture for critical and situated technology use through effective learning design",

abstract = "The purpose of this concise paper is to propose, with evidence gathered through a systematic evaluation of an academic development programme in the UK, that training in the use of new and emerging learning technologies should be holistically embedded in every learning and training opportunity in learning, teaching and assessment in higher education, and not only as stand-alone modules or one-off opportunities. The future of learning in higher education cannot afford to allow Universities to disregard that digital literacy is an expected professional skill for their entire staff.",

keywords = "learning design, professional development, reflective practice, situated technology use",

author = "Anne Wheeler and Panagiotis Vlachopoulos and Sandy Cope",

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editor = "M. Brown and M. Hartnett and T. Stewart",

booktitle = "Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012",

note = "Annual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012 ; Conference date: 25-11-2012 Through 28-11-2012",

}

Wheeler, A, Vlachopoulos, P & Cope, S 2012, Creating a culture for critical and situated technology use through effective learning design. in M Brown, M Hartnett & T Stewart (eds), Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012. Annual conference of the Australian Society for Computers in Tertiary Education, Wellington, Australia, 25/11/12.

Creating a culture for critical and situated technology use through effective learning design. / Wheeler, Anne; Vlachopoulos, Panagiotis; Cope, Sandy.
Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012. ed. / M. Brown; M. Hartnett; T. Stewart. 2012.

Research output: Chapter in Book/Published conference output › Conference publication

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AU - Vlachopoulos, Panagiotis

AU - Cope, Sandy

PY - 2012/1/1

Y1 - 2012/1/1

N2 - The purpose of this concise paper is to propose, with evidence gathered through a systematic evaluation of an academic development programme in the UK, that training in the use of new and emerging learning technologies should be holistically embedded in every learning and training opportunity in learning, teaching and assessment in higher education, and not only as stand-alone modules or one-off opportunities. The future of learning in higher education cannot afford to allow Universities to disregard that digital literacy is an expected professional skill for their entire staff.

AB - The purpose of this concise paper is to propose, with evidence gathered through a systematic evaluation of an academic development programme in the UK, that training in the use of new and emerging learning technologies should be holistically embedded in every learning and training opportunity in learning, teaching and assessment in higher education, and not only as stand-alone modules or one-off opportunities. The future of learning in higher education cannot afford to allow Universities to disregard that digital literacy is an expected professional skill for their entire staff.

KW - learning design

KW - professional development

KW - reflective practice

KW - situated technology use

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M3 - Conference publication

AN - SCOPUS:84912571016

SN - 978-0-473-22989-4

BT - Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012

A2 - Brown, M.

A2 - Hartnett, M.

A2 - Stewart, T.

T2 - Annual conference of the Australian Society for Computers in Tertiary Education

Y2 - 25 November 2012 through 28 November 2012

ER -

Creating a culture for critical and situated technology use through effective learning design

Abstract

Conference

Keywords

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The importance of power dynamics in the development of asynchronous online learning communities

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