NEW BOOK: TECHNOLOGY-ENHANCED LEARNING IN HIGHER EDUCATION

 About Technology-Enhanced Learning in Higher Education

Libri Publishing Ltd., Oxfordshire, has just published the latest LiHE-anthology Technology-Enhanced Learning in Higher Education. The foreword is written by professor Morten Flate Paulsen, a leading academic in the field of e-learning and online collaboration.

Technology-Enhanced Learning in Higher Education is an anthology produced by the international association, Learning in Higher Education (LiHE).  LiHE, whose scope includes the activities of colleges, universities and other institutions of higher education, has been one of the leading organisations supporting a shift in the education process from a transmission-based philosophy to a student-centred, learning-based approach.

Traditionally education has been envisaged as a process in which the teacher disseminates knowledge and information to the student, and directs them to perform – instructing, cajoling, encouraging them as appropriate –  despite different students’ abilities. Yet higher education is currently experiencing rapid transformation, with the introduction of a broad range of technologies which have the potential to enhance student learning. This anthology draws upon the experiences of those practitioners who have been pioneering new applications of technology in higher education, highlighting not only the technologies themselves but also the impact which they have had on student learning.

The anthology illustrates how new technologies – which are increasingly well-known and accepted by today’s ‘digital natives’ undertaking higher education – can be adopted and incorporated. One key conclusion is that learning remains a social process even in technology-enhanced learning contexts. So the technology-based proxies we construct need to retain and reflect the agency of the teacher.

Technology-Enhanced Learning in Higher Education showcases some of the latest pedagogical technologies and their most creative, state-of-the-art applications to learning in higher education from around the world.  Each of the chapters explores technology-enhanced learning in higher education in terms of either policy or practice. They contain detailed descriptions of approaches taken in very different curriculum areas, and demonstrate clearly that technology may and can enhance learning only if it is designed with the learning process of students at its core. So the use of technology in education is more linked to pedagogy than it is to bits and bytes.

About the editors

John Branch is Academic Director of the part-time MBA programmes and Lecturer of Marketing at the Stephen M. Ross School of Business, and Faculty Associate at the Center for Russian, East European, & European Studies, both of the University of Michigan in Ann Arbor, U.S.A. Paul Bartholomew is Director of Learning Innovation and Professional Practice at Aston University in Birmingham, England. Claus Nygaard is founder and executive director of the Institute for Learning in Higher Education and owner and CEO of cph:learning.