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

Anne Wheeler; Panos Vlachopoulos; Sandy Cope

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

Anne Wheeler^*, Panos Vlachopoulos, Sandy Cope

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

4 Citations (Scopus)

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	ASCILITE 2012 Future Challenges Sustainable Futures
Subtitle of host publication	proccedings
Editors	M. Brown, M. Hartnett, T. Stewart
Place of Publication	Wellington, NZ
Publisher	ASCILITE
Pages	1048-1052
Number of pages	5
ISBN (Electronic)	9780473229894
Publication status	Published - 2012
Externally published	Yes
Event	Annual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012 - Wellington, New Zealand Duration: 25 Nov 2012 → 28 Nov 2012

Other

Other	Annual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012
Country/Territory	New Zealand
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 Panos Vlachopoulos and Sandy Cope",

year = "2012",

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pages = "1048--1052",

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

booktitle = "ASCILITE 2012 Future Challenges Sustainable Futures",

publisher = "ASCILITE",

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

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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), ASCILITE 2012 Future Challenges Sustainable Futures: proccedings. ASCILITE, Wellington, NZ, pp. 1048-1052, Annual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012, Wellington, New Zealand, 25/11/12.

Creating a culture for critical and situated technology use through effective learning design. / Wheeler, Anne; Vlachopoulos, Panos; Cope, Sandy.
ASCILITE 2012 Future Challenges Sustainable Futures: proccedings. ed. / M. Brown; M. Hartnett; T. Stewart. Wellington, NZ: ASCILITE, 2012. p. 1048-1052.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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AU - Vlachopoulos, Panos

AU - Cope, Sandy

PY - 2012

Y1 - 2012

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.

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KW - Professional development

KW - Reflective practice

KW - Situated technology use

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AN - SCOPUS:84912571016

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BT - ASCILITE 2012 Future Challenges Sustainable Futures

A2 - Brown, M.

A2 - Hartnett, M.

A2 - Stewart, T.

PB - ASCILITE

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T2 - Annual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012

Y2 - 25 November 2012 through 28 November 2012

ER -

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

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