The Open University: Using technology-based media in teaching in accounting,

finance and economics

9 April 2014 You’ve heard about a number of different technologies used in teaching accounting, finance and economics. Developing technology-enhanced learning is not likely to be a straightforward like-for-like transfer from the physical classroom to an online space. A 2009 JISC report noted that there were four approaches used in designing online learning, each providing different benefits for the learning experience: Approaches to learning Perspective Assumptions Associated pedagogy

The associative perspective

Learning as acquiring competence

Learners acquire competence by building associations between different concepts.

Learners gain skills by building progressively complex actions from component skills.

Focus on competences

Routines of organized activity

Progressive difficulty

Clear goals and feedback

Individualized pathways matched to the individual's prior performance

The constructivist perspective (individual focus)

Learning as achieving understanding

Learners actively construct new ideas by building and testing hypotheses

Interactive environments for knowledge building

Activities that encourage experimentation and discovery

Support for reflection and evaluation

The constructivist perspective (social focus)

Learning as achieving understanding

Learners actively construct new ideas through collaboration activities and/or dialogue

Interactive environments for knowledge building

Activities that encourage collaboration and shared expression of ideas

Support for reflection, peer review and evaluation

The situative perspective

Learning as social practice

Learners develop their identities through participation in specific communities and practices.

Participation in social practices of enquiry and learning

Support for development of learning skills

Dialogue to facilitate the development of learning relationships

Source: Jisc (2009)

These categories can be helpful for understanding how you might incorporate technology into your teaching approaches, and the benefits and challenges associated with each. Talk with the other delegates on your table about the different technological tools you have heard about today using the questions below as a guide for discussion. Identify and agree on three main points from the discussion. We will finish the day with a short plenary session to share your points with the rest of the group.

What do you see as the key benefits in using technology-enhanced learning in teaching accounting, finance and economics (for students, for educators)?

What approaches or tools do you already use? How might you incorporate some of the ideas seen today in your own teaching practice?

What challenges do you face in using these types of technologies? These could be in terms of your individual teaching or in terms of possible institutional barriers.

What would you like to learn more about?