Modeling an institutional approach to developing Technology Enabled Learning: closing the gap between research and practice

L Price; D Casanova; S Orwell

Modeling an institutional approach to developing Technology Enabled Learning: closing the gap between research and practice

L Price (Contributor)
, D Casanova (Contributor)
, S Orwell (Contributor)

Research output: Contribution to conference › Paper › peer-review

Abstract

This paper presents our approach to closing the gap between research and practice when delivering technology enabled learning. We illustrate our model that uses research to underpin how we have shaped a whole institutional roll out of our new VLE, Canvas. The model is built around our Learning Design principles based on current research in the field and key institutional priorities. The model addresses how we lever the implementation of our new VLE as a catalyst for changing the institutional pedagogical paradigm. Our experience shows that by adopting such an approach we are able to positively impact on institutional teaching practices and influence policy to support innovative VLE pedagogy.

Original language	English
Publication status	Published - 2 Jan 2017
Event	11th International Technology, Education and Development Conference - Valencia, Spain Duration: 8 Mar 2017 → 10 Mar 2017

Conference

Conference	11th International Technology, Education and Development Conference
Period	8/03/17 → 10/03/17

Bibliographical note

Note: This paper was published in INTED2017 Proceedings, 2007, pp.5009-5018. ISBN: 9788461784912;
ISSN: 2340-1079

Organising Body: International Academy of Technology, Education and Development

Keywords

Education

Access to Document

http://dx.doi.org/10.21125/inted.2017.1168

Cite this

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abstract = "This paper presents our approach to closing the gap between research and practice when delivering technology enabled learning. We illustrate our model that uses research to underpin how we have shaped a whole institutional roll out of our new VLE, Canvas. The model is built around our Learning Design principles based on current research in the field and key institutional priorities. The model addresses how we lever the implementation of our new VLE as a catalyst for changing the institutional pedagogical paradigm. Our experience shows that by adopting such an approach we are able to positively impact on institutional teaching practices and influence policy to support innovative VLE pedagogy.",

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AB - This paper presents our approach to closing the gap between research and practice when delivering technology enabled learning. We illustrate our model that uses research to underpin how we have shaped a whole institutional roll out of our new VLE, Canvas. The model is built around our Learning Design principles based on current research in the field and key institutional priorities. The model addresses how we lever the implementation of our new VLE as a catalyst for changing the institutional pedagogical paradigm. Our experience shows that by adopting such an approach we are able to positively impact on institutional teaching practices and influence policy to support innovative VLE pedagogy.

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Modeling an institutional approach to developing Technology Enabled Learning: closing the gap between research and practice

Abstract

Conference

Bibliographical note

Keywords

Access to Document

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Modeling an institutional approach to developing Technology Enabled Learning: closing the gap between research and practice

Cite this