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Evidence-based practice in technology -enhanced learningSarah Davies, Head of higher education and student experience, Jisc
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Why look at the TEL evidence base?>Who? Range of stakeholders>Why? Different motives>What types of evidence?>What kinds of questions?>How do we counter reporting
bias?
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Evidence-based practice in technology-enhanced learning:Analysing research evidence and taking lessons from itDon Passey, Professor of technology enhanced learning
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The four origins of evidence>Affordances>Of technologies
>Uses>Through pedagogies and activities
>Outcomes>From activities, for teachers and for learners
>Impact>On learning, for learners
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The four origins of evidence>Affordances>Of technologies
>Uses>Through pedagogies and activities
>Outcomes>From activities, for teachers and for learners
>Impact>On learning, for learners
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Evidence-based practice in technology-enhanced learning5
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Why? – consider the elements of learning>Internalisation>Engagement
>Internal cognitive processes>Analysis, synthesis, understanding, conceptualising
>Externalisation>Writing, creating, developing
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Why? – consider the elements of learning>Internalisation>Engagement>Observational methods - qualitative?
>Internal cognitive processes>Analysis, synthesis, understanding, conceptualising>Testing - quantitative?
>Externalisation>Writing, creating, developing>Reviewing and assessing – qualitative and
quantitative?02/05/2023
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The focus of activities - learning perspectives> Cognitive>Memorisation, recall
>Motivational>Interest, engagement
>Social>Group work, discussion
>Societal>Employment, career
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The focus of activities - learning perspectives> Cognitive>Memorisation, recall
>Motivational>Interest, engagement
>Social>Group work, discussion
>Societal>Employment, career
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Exploring activities - categorising according to the support offered> Topic-specific resources and software>Curriculum-wide learner-centred software>Curriculum-wide teacher-centred software>Online resources supporting curriculum-wide needs>Online resources supporting revision needs>Online learner support>Project-based activities
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What evidence we tend to lack currently> Impacts on long-term memorisation, social and
societal aspects of learning
>Uses, outcomes and impacts of project-based activities
>Megacognitive and metacognitive outcomes and impacts of online learning support
>Outcomes and impacts for specific groups of learners>How lifelong learning is being supported>How intergenerational learning is being supported
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Source>Passey, D. (2013).
Inclusive technology enhanced learning: Overcoming Cognitive, Physical, Emotional and Geographic Challenges. Routledge: New York, NY
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Over to you…>What sources of evidence do you
draw on around the use of technology-enhanced learning?
>What kind of conclusions have you draw from the evidence?
>https://padlet.com/sarah_davies3/evidence
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Evidence based decision making for TEL - What works? Melissa Highton, Assistant Principal, University of Edinburgh@honeybhighton
02/05/2023
Evidence based decision making for TEL14
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Finding an evidence base for TEL
Should we even try?
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Evidence based decision making for TEL15 > >Slide
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What works?
>Working with evidence>Working with language>Working with teachers>Working with budget holders>Working on a hunch>Working from experience
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Evidence based decision making for TEL16 > >Slide
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jisc.ac.uk
Except where otherwise noted, this work is licensed under CC-BY-NC-ND
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What works?
Melissa HightonAssistant Principal, University of [email protected]@honeybhighton
Evidence based decision making for TEL
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Evidence based decision making for TEL17Slide
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Over to you…>How important are evidence and
research findings in your planning and decision-making?
>What are your current key questions?
>What kind of evidence convinces other stakeholders you work with?
>https://padlet.com/sarah_davies3/evidence
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jisc.ac.uk
Except where otherwise noted, this work is licensed under CC-BY-NC-ND
02/05/2023
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To discuss further please contact:Sarah DaviesHead of HE and student [email protected]
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