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Facilitating Active Learning Opportunities for Students Through the Use of Technology-Enhanced Learning Tools: The Case for Pedagogic Innovation and Change

Abstract

This chapter summarises findings from Universities and Colleges Information Systems Association (UCISA) case study and survey research on the pace of change in the institutional adoption of technology-enhanced learning tools across the UK higher education sector and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing, and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The chapter will discuss the impact these technological developments are having on the delivery of campus-based courses—specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a chapter of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students. This chapter addresses the rise of student-controlled and creative technologies to promote information, knowledge-sharing, and networking in learning and teaching activities.

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  • DOI: 10.1007/978-981-15-4847-5_9
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Fig. 9.2

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Correspondence to Richard Walker .

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Walker, R. (2020). Facilitating Active Learning Opportunities for Students Through the Use of Technology-Enhanced Learning Tools: The Case for Pedagogic Innovation and Change. In: Varghese, N.V., Mandal, S. (eds) Teaching Learning and New Technologies in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4847-5_9

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  • DOI: https://doi.org/10.1007/978-981-15-4847-5_9

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-4846-8

  • Online ISBN: 978-981-15-4847-5

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