Technology-Enhanced Learning @ FASoS
By the Technology-Enhanced Learning Taskforce
We are just over two years into a pandemic that has changed our world in many different ways, not least when it comes to teaching and learning in higher education. This is reflected in an impressive amount of research that has been published since March 2020, ranging from generic policy reports by organisations such as the OECD and the Rathenau Instituut, to academic articles focussing on specific issues such as student motivation and attendance in online environments, and the design and institutionalisation of hybrid and online learning at faculty and university level.
During these two years we have all become acquainted with Zoom, Prowise screens, a multitude of different apps, as well as with the advantages and disadvantages that come with online and hybrid settings in a problem-based learning environment. Many of you have written about this for this blog, discussing, for instance, your first steps embarking on online teaching, providing online feedback, designing online tutorials, disciplinary perspectives on online teaching, and much more.
With the pandemic moving into yet another new phase – a year ago, who would have thought we would be back to tutorials and lectures at the faculty during wintertime? – it is not just time to take stock of what we’ve learned, but also to look at the implications of two years of being in hybrid and online spaces for the future of teaching and learning at FASoS. With this in mind, the Faculty Board has set up a Taskforce Technology-Enhanced Learning that will explore developments in and beyond the faculty to support the drafting and implementation of a dedicated faculty strategy.
The Taskforce will look at three levels of technology-enhanced learning in particular:
- The conceptual level
What is technology-enhanced learning? Technology can refer to different things – computers, software, etc., but also Lego or pen and paper – and such a broader perspective also fits well with the diverse teaching and learning practices at FASoS.
- The design level
There is also a need to think about what and how technology can be used in instructional design, particularly in a problem-based learning environment. Here it is important to be sensitive towards diverse needs, skills and learning (and teaching) styles of students and staff.
- The practical level
This concerns a whole range of issues, including very concrete ones such as the need for proper cameras and microphones to support hybrid teaching and staff development, but also practical questions concerning copyrights of podcasts and videos, ethical issues, time, etc.
We look forward to talking to you soon!
The Taskforce is currently exploring relevant academic research and policy documents. But we also want to pick your brains on these three topics, plus we obviously want to learn about existing and emerging good practices, do’s and don’ts, you name it. During the next couple of months, we will invite some of you to join one of our meetings to discuss specific issues that we have identified. You will also be able to share your ideas about the three aforementioned points with us via a dedicated suggestion box that you can find at the faculty’s central hub, Bandito.
Whether student or staff member – and academic or support staff member – we welcome your ideas!
We also want to invite you to join the faculty’s first ever Teaching & Learning Festival (which replaces the old FASoS Education Day) on Thursday 16 June. The day will be fully devoted to technology-enhanced learning. Eligible teaching staff who attend the full day will receive 8 CPD hours for their participation.
Watch our teaser to learn more about the topics that will be discussed during the FASoS Teaching & Learning Festival – with more information on how you can contribute coming soon.
Don’t forget to save the date!
FASoS Taskforce Technology-Enhanced Learning
Robyn Ausmeier, Patrick Bijsmans (chair), Joost Dijkstra, Ben Gibney, Anna Harris, Andreea Nastase, Mirko Reithler*
* And shortly to be extended with a student member.