%0 Journal Article %1 laurillard2008tel %A Laurillard, Diana %D 2008 %E Cigman, Ruth %E Davis, Andrew %I Blackwell Publishing Ltd %J Journal of Philosophy of Education %K asld-book asld2011 conversationalframework design eLPBookMor jls10 ldg learning learningdesign learningdesigngrid postviva teaching technology %N 3-4 %P 521-533 %T Technology Enhanced Learning as a Tool for Pedagogical Innovation %U http://www3.interscience.wiley.com/journal/121657385/abstract %V 42 %X Educational policy aims are very ambitious: from pre-school to lifelong learning they demand improvements in both quantity and quality, which are multiplicative in their effects on teaching workload. It is difficult, therefore, to achieve these aims effectively without rethinking our approach to teaching and learning. Our essentially 19th century model of educational institutions does not scale up to the requirements of a 21st century society. Despite their potential to contribute to a rethink, digital technologies have usually been used in a technology-driven way to upgrade our existing educational models. The paper proposes, therefore, that only lecturers should be responsible for the nature of the pedagogic innovation that is needed if the sector is to be able to adapt to its changing environment. The argument here is for an education-driven approach to the use of digital technologies to achieve our ambitions for education.

@article{laurillard2008tel, abstract = {Educational policy aims are very ambitious: from pre-school to lifelong learning they demand improvements in both quantity and quality, which are multiplicative in their effects on teaching workload. It is difficult, therefore, to achieve these aims effectively without rethinking our approach to teaching and learning. Our essentially 19th century model of educational institutions does not scale up to the requirements of a 21st century society. Despite their potential to contribute to a rethink, digital technologies have usually been used in a technology-driven way to upgrade our existing educational models. The paper proposes, therefore, that only lecturers should be responsible for the nature of the pedagogic innovation that is needed if the sector is to be able to adapt to its changing environment. The argument here is for an education-driven approach to the use of digital technologies to achieve our ambitions for education.}, added-at = {2009-07-30T13:51:30.000+0200}, author = {Laurillard, Diana}, biburl = {https://www.bibsonomy.org/bibtex/29479527b93607f7eb499dc68be48acc6/yish}, editor = {Cigman, Ruth and Davis, Andrew}, interhash = {33a9dbcdcdebb211dd8bdcd93eadd5a5}, intrahash = {9479527b93607f7eb499dc68be48acc6}, journal = {Journal of Philosophy of Education}, keywords = {asld-book asld2011 conversationalframework design eLPBookMor jls10 ldg learning learningdesign learningdesigngrid postviva teaching technology}, number = {3-4}, pages = {521-533}, publisher = {Blackwell Publishing Ltd}, timestamp = {2012-01-05T14:31:07.000+0100}, title = {Technology Enhanced Learning as a Tool for Pedagogical Innovation}, url = {http://www3.interscience.wiley.com/journal/121657385/abstract}, volume = 42, year = 2008 }