Figure - uploaded by Michael David Sankey
Content may be subject to copyright.
Source publication
The practice of institutions adopting technology-enabled learning (TEL) has been steadily increasing in momentum for a good two decades now. Although there are many similarities in the way institutions implement TEL, there are also many inconsistencies (Anthony, 2012). In many cases, these inconsistencies are brought to an institution’s attention w...
Context in source publication
Context 1
... these domains are indicative and built on the premise that each institution is on a journey towards quality practice, and that individual institutions may be found to be at different stages on this journey. In the COL benchmarks, for instance, ten key domains of practice have been identified (Table 16.1). These domains cover what are seen to be the foundations of quality organisational TEL practice -in other words, those things that need to be in place to assure a level of quality in an institution's L&T practice using TEL (Sankey & Mishra, 2019). ...Similar publications
The use of gamification in education is increasing, but it is still not clear
exactly how or which game elements are conducive to learning. The research on
gamification in learning is hindered by the users’ heterogeneity, whose personal
and professional traits can moderate the impact of gamification on learning success.
This study aims to experimen...
This paper introduces to Class-Card, a role-playing simulation allowing pre-service teachers to experience a large part of the instructional process, from planning, to post-active phases. The players first have to perform a cognitive analysis of the learning tasks of a lesson, then they are faced with disruptive events they react on, guided by theo...
Citations
... A common form of quality assurance of TEL in the sector is the use of benchmarking (Sankey, 2020). ...
This report looks at the quality practices in education across both schools and further education in the South Pacific region and is particularly concerned with the use of technology to support education and the level of staff and student digital literacy. Larger countries such as Australia and New Zealand have well-developed and well-funded quality assurance agencies that oversee and accredit their institutions and monitor their capacity to offer quality e-learning. On the other hand, smaller nations have less consistency in relation to the standards for e-learning and digital literacy training. This report shows there is a need for more sharing of good practices across the Pacific region as a whole and advocates for the adoption of agreed quality measures for e-learning. There is no lack of goodwill or willingness to share these practices; rather, there is a sense that the "big players" do not necessarily understand the context of the smaller states and, thus, a hesitancy to simply adopt the practices of the larger countries, as the standards they aspire to may be too lofty a goal and come with too high a price tag. The three main systemic issues visible in the smaller island states of the Pacific as it relates to the efficient use of standards in e-learning are clearly 1) a lack of access to consistent, reliable internet and sufficient contemporary computing technologies; 2) the level of training that teaching and support staff are provided to adequately support their students with a base level of literacy around the use of these technologies is inadequate; and 3) retaining trained people and providing them adequate support to perform their roles and to ensure job satisfaction is a priority, along with empowering them to understand the more complex tasks of applying quality standards to their e-learning offerings.
