Learning technology encompasses the full range of tools and media that can be used to facilitate teaching and learning.
There are many ways that technology can enhance teaching and learning; an important thing to remember when exploring and choosing any technology is that it should be used in a way that furthers your teaching and learning goals.
Technologies Available on Campus
The university supports instructors to create engaging learning environments and provides technology solutions to support educational experiences both in the classroom and online. A list of supported learning technologies and their descriptions is available below.
Choosing the technology
The 3E Model
The 3E framework assists teachers with the practical implementation of technology in their classes. It is based on a continuum which includes the following elements:
- Enhance - Adopting technology in simple and effective ways to actively support students and increase their activity and self-responsibility
- Extend - Further use of technology that facilitates key aspects of student’s individual and collaborative learning and assessment through increasing their choice and control
- Empower - Developed use of technology that requires higher order individual and collaborative learning that reflects how knowledge is created and used in the professional environment
This work is a derivative of work by Keith Smyth, Stephen Bruce, Julia Fotheringham and Chirstina Mainka of Edinburgh Napier University and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Example: Essays / Research Papers
Students will search for and collect initial information for their essay. Students will post a list of initial resources in the LMS by the end of the week.
Instructor will create a series of short weekly announcements in the learning management system that tell students where you expect them to be in the essay research/writing process by the end of that week.
Students will complete the self-check quizzes to receive immediate feedback.
Students will provide peer feedback to each other via the learning management system.
Instructor will create a short 4 or 5 item self-check quizzes on a particular topic that ‘releases’ an example of a good essay on successful completion.
Instructor will provide online spaces for formative tutor and peer review of drafts.
Students will engage critically and directly with the public knowledge base in their area by writing accurate scholarly pieces for online sources like Wikipedia.
Instructor will access existing supports at the U of S to assist students growth in digital information literacy and arrange for access to appropriate public forum for student contributions (e.g. wiki).
The examples provided in the U of S version of the 3E learning technologies framework include the six key components of our digital information literacy initiative.
6 Components of Digital Information Literacy:
S - Searchers - Strategically searching for information
Com - Communicators - Sharing information that you have collected, evaluated and / or created
Cur - Curators - Collecting, organizing, and managing information
Col - Collaborators - Working with others to evaluate, manage, create, and build upon information
Cre - Creators - Creating new or building upon existing information
Con - Consumers - Consuming information after evaluating for accuracy, bias, credibility, and other factors
Please click below to see other illustrative examples using this framework, or for a list of technologies available at the U of S, along with a brief description of each.
Ways to incorporate learning technologies