Technology Enhanced Learning Initiatives

Akshay S. Agrawal
Computer Dept., SSJCET,
Asangaon, India.
Mob. No.: 09561744766
akshay1661@gmail.com
Abstract:
With recent advances in new and emerging education and information technologies, educators have
transformed the way they teach and the way students learn, including how information is accessed,
shared and communicated. Experimentation with and adoption of new technologies in learning
environments has long been a basic of institutions of higher learning. The main focus is on building the
technology-enhanced infrastructure, training faculty and staff , and developing new teaching tools and
developing and providing both enterprise level technology systems (e.g., studio classrooms, Blackboard
course-management system and Google Apps for Education), as well as personalized and mobile
teaching alternatives (e.g., mobile briefcases, audio podcasting).
Key terms:
Digitally enhanced education, Mobile Learning, E-Learning.
1. Introduction:
Digitally enhanced education is a miscellaneous term related to technology-based education, including,
but not limited to virtual schools and classrooms, learning management systems, online discussion
forums, online learning, digital libraries and social networks. Technology can be a double-edged sword,
which either reduces divisions in society or enlarge them. This observation lies at the heart of much of
the policy regarding digital inclusion. Therefore, digital inclusion is important as it is understood to be at
the heart of many social problems that exist within communities and society. A role for education in
relation to promoting digital inclusion and therefore reducing social exclusion has been identified. This
could be described as essentially one of increasing the social capital of the digitally excluded; where
social capital is understood as access, ability to use and desire to use technology. This is not
unproblematic and consideration of the role education might play raises important questions about
whether education is reaching or can reach all those digitally excluded learners that need to be reached
and the extent to which educating the digitally excluded leads to both genuine digital and social
inclusion. Digital learning is defined as any type of learning that is facilitated by technology. Online
learning is instruction via web-based educational delivery systems that include software to provide a
structured learning environment. This mode of learning can be a teacher-led education experience that
takes place over the Internet, with the teacher and student separated geographically (cyber learning, e-
learning and distance learning). State virtual schools are created by legislation or by a state-level agency,
and/or administered by a state education agency, and/or funded by a state appropriation or grant for the
purpose of providing online learning opportunities across the State. Virtual classroom is a place for
instructors and students to interact and collaborate in real time. Through use of webcams, chat boxes and
class discussion features, the virtual classroom resembles the traditional classroom except all
participants are accessing it remotely over the Internet. Supplemental online programs provide a small
number of courses to students who are enrolled in a school separate from the online program. It involves
a shift in delivery to an online or computer-based environment for at least a portion of the day with the
goal of improving learning, staffing, and/or facilities productivity.
2. Motivation:
I am still learning and still do not see myself as a technical person, but I can see how all this makes a
difference. That is what motivates me to keep learning.[4] Technology has transformed the way we
live, work and play. We can communicate across oceans and continents within seconds. We can bank,
shop, and donate securely from the convenience of our homes or offices. We can work remotely, even in
planes, without losing productivity and often increasing it. We can entertain ourselves with a excess of
books, videos and games accessible at a moments notice through the Internet. Yet our school system
remains, by and large, the same as it was fifty years ago. The overwhelming majority of students attend
a brick and mortar school for a set number of hours on a set number of days based primarily on an
agrarian calendar. Students sit at desks and consume content in textbooks that may already be outdated.
[2] As the problem of lack of access has been reduced in part due to the efforts of public libraries, issues
broadly grouped under the name digital literacy have gained urgency. By 2004, 98.9% public access to
Internet connected computers. [3] But access alone is not sufficient as many users not only lack digital
literacy skills, but also lack the basic resources to gain digital literacy. Compounding the problem, many
potential users were unaware of the availability of these resources in the first place. [3]
3. Internet Learning Support Programme:
To assist students from low-income families to undertake web-based learning at home, and with funding
approval from the Finance Committee, the following baseline services are undertaken:
Step 1: Sourcing affordable computers suitable for web-based learning with flexible payment options;
Step 2: Sourcing Internet service for learning purpose at concessionary pricing;
Step 3: Student training on proper and safe use of the Internet for learning purpose;
Step 4: Training to help parents provide guidance and support their children with web-based learning;
Step 5: Technical and user support; and
Step 6: Counseling for Internet-related issues such as Internet addiction, cyber-bullying, etc. [5]

4. Challenges and Opportunities:
1: USC should continue its efforts in assessing students learning outcomes and appropriately
integrating technology. With the many technological tools available to faculty, academic leaders will
want feedback from both students and faculty to effectively integrate technology.USC will need to
improve its institutional program metrics and assessment tools to better measure student learning
outcomes and program capacity.
2: USC should continue to engage faculty in developing their instructional technology skills. For
example, as online learning-content management systems become more powerful and easier to use, we
should encourage faculty to use online systems to develop and offer engaging learning experiences and
to communicate with and provide feedback to their students.
3: USC will need to continue to improve the speed, security, and reliability of USCs network and its
learning-technology applications, resources, and tools.
4: Finally, USC faculty and staff need to collaborate across support and academic units to design and
build a universal digital assets repository that will enable tracking, managing, maintaining, and sharing
print and media content for teaching, learning and research. [1]

Figure 1: Survey [2]
5. Mobile Learning Initiatives:
Mobile learning in Europe began in the 1980s when hand-held devices were first tested in few schools.
Beginning in the mid-1990s numerous research projects explored how graphics tablets, PDAs and
other hand-held devices could be used to help learning.
5.1. EMAPPS:
The e-MAPPS program, which stands for Motivating Active Participation of Primary School children in
Digital Online Technologies for Creative Opportunities through multimedia. E-MAPPS project aimed to
build communities of creative, technologically intelligent and internationally-minded children who
would generate digital content about their local culture and communicate with peers in other countries
through the programs platform and network. Another aim of the project was to develop adaptable
interactive tools, primarily games played on a mobile platform, with which to deliver learning
objectives. E-MAPPS games required students to participate in active discovery, analysis, interpretation,
problem solving, memory exercises and physical activity. [4]
5.2. M-LEARNING:
EU-funded mobile learning project was the UKs M-Learning program, which was coordinated and led
by the Learning and Skills Network (LSN). M-Learning project aimed to help young adults aged 16 to
24 who were unsatisfied learners, individuals who had not succeeded in the educational system and were
considered at risk of social exclusion by engaging them in learning outside of formal school settings.
The project focused on mobile technologies not simply as a means of delivering educational content but
as a tool for serve creativity, collaboration and communication in the learning process. [4]
5.3. MOLENET:
MoLeNET was the largest and most diverse mobile learning initiative in Europe and possibly the world.
The system broadly defined mobile learning as the development of ubiquitous hand-held technologies,
together with wireless and mobile phone networks, to support and extend the reach of teaching and
learning. Learning activities could take place at any location and at any time. [4]
5.4. PI:
Personal Inquiry (PI) was another mobile learning project in the UK that encouraged inquiry based
learning through the use of mobile devices. The project aimed to help students better understand
themselves and the world around them through a scientific process of conducting experiments and
engaging in informed discussion. Computer programs served as dynamic lesson plans, guiding and
supporting students through the inquiry process by providing them with a set of structured activities,
data visualizations and means of communication. An authoring tool kit allowed teachers to select, write
or modify the computer scripts in order to monitor and guide student activities. [4]
6. E- learning technologies:
6.1. Studio Classrooms:
Studio Classroom capabilities include 4-point video teleconferencing, webcasting/archiving, touch
screen control panel, dual projectors and screens, document camera, electronic writing tablet, special
lighting, cameras, and wireless speakers and microphones.
Advantages:
Instructors can enrich their teaching with seamless integration of multiple technologies and multimedia.
Instructors can archive their thoughts and allow students self-paced, personalized learning as well as aid
student performance and academic retention. Instructors can bring in remote presenters into the
classroom and reach/ interact with remote students. [1]
6.2. General Use Classrooms Upgrade:
Many general use classrooms are being upgraded to multimedia classrooms (Lite+). A Lite+ room
provides a LCD projector, a projection screen and speakers. In addition, a Lite+ room is equipped with
an AV wall box with a DVD/VCR player, a fold-down table, lighting controls, and an external laptop
jack, and a helpdesk phone.
Advantages:
Instructors can enrich their teaching by combining technology and multimedia. [1]
6.3. Mobile Briefcases (i.e. Portable Studio Classrooms):
Faculty lend of available mobile briefcases (i.e., portable studio rooms) that provide quick set-up of
multimedia technology in virtually any classroom. The mobile briefcase can be used for teaching, video-
conferencing, podcasting, and course capture. The in-class presentations and demonstrations can include
PowerPoint slides, images, audio files, enhanced audio files, digital video files, DVDs/CDs, software
and web sites. If lectures are recorded, they can be made available to students for personalized learning.
Advantages:
Increases availability of studio classroom technology and avoids the need to construct additional studio
classrooms which helps in providing schools/faculty with a model for an affordable, portable, and
powerful teaching/learning system. [1]
6.4. Google Apps:
A USC branded, integrated set of Google applications for students, including email, instant messaging,
calendaring, docs and spreadsheets, and Web publishing.
Advantages:
Allows students to cooperate and communicate online. Opportunity to partner with a technology
innovator to allow our students to continue benefiting from more advanced features developed in the
future. [1]
7. Possible Improvements:
1: Providing a network of internet enabled public access points.
2: Placing easy access Internet terminals in council premises.
3: Mapping internet access points across a locality.
4: Providing Wi-Fi access points in rural areas with limited broadband coverage.
5: Providing mediated support and encouraging students to build up their digital skills. [6]
8. Conclusion:
Alternatively, schools could embrace the new opportunities that technological development opens up,
making use of the numerous examples of good p
technologies could be used to
contexts, helping students align the learning
in school. Seamless learning allows students to learn
school settings and beyond, and to switch from one learning context
their personal mobile device as a mediator. The
partner, working in small groups, or being part of a large online community with
involvement of teachers, relatives, experts and members of other supportive groups
alternate modes of learning holds potentially unlimited
References:
[1] Enhancing Learning by Enabling Faculty: Technology Enhanced Learning and Distance Learning,
UNIVERSITY OF SOUTHERN CALIFORNIA. .
[2] Digitally Enhanced Education in California, California Council on Science and Technology March
2011.
[3] The Digital Inclusion Survey, July 21,
[4] TURNING ON MOBILE LEARNING in Europe Published in 2012 by the United Nations
Educational, Scientific and Cultural Organization.
[5] Effective Practice in a Digital Age.
[6] Legislative Council Panel on Information Technology and Broadcasting Progress Report on Digital
Inclusion, LC Paper No. CB(4)711/12

Figure 2: Future enhancement [6]
Alternatively, schools could embrace the new opportunities that technological development opens up,
numerous examples of good practice provided by researchers. In such a scenario,
establish continuity in learning experiences across different
contexts, helping students align the learning they engage in outside of school with the learning they do
in school. Seamless learning allows students to learn whenever and whenever t
school settings and beyond, and to switch from one learning context to another easily and quickly using
bile device as a mediator. The contexts include learning independ
l groups, or being part of a large online community with
involvement of teachers, relatives, experts and members of other supportive groups
alternate modes of learning holds potentially unlimited possibilities for renewing
[1] Enhancing Learning by Enabling Faculty: Technology Enhanced Learning and Distance Learning,
UNIVERSITY OF SOUTHERN CALIFORNIA. .
[2] Digitally Enhanced Education in California, California Council on Science and Technology March
[3] The Digital Inclusion Survey, July 21, 2014.
[4] TURNING ON MOBILE LEARNING in Europe Published in 2012 by the United Nations
and Cultural Organization.
[5] Effective Practice in a Digital Age.
l on Information Technology and Broadcasting Progress Report on Digital
LC Paper No. CB(4)711/12-13(04).
Alternatively, schools could embrace the new opportunities that technological development opens up,
ractice provided by researchers. In such a scenario,
establish continuity in learning experiences across different teaching
they engage in outside of school with the learning they do
er and whenever they are interested, in
to another easily and quickly using
independently, studying with a
l groups, or being part of a large online community with the potential
involvement of teachers, relatives, experts and members of other supportive groups. This wide reach of
possibilities for renewing education.
[1] Enhancing Learning by Enabling Faculty: Technology Enhanced Learning and Distance Learning,
[2] Digitally Enhanced Education in California, California Council on Science and Technology March
[4] TURNING ON MOBILE LEARNING in Europe Published in 2012 by the United Nations
l on Information Technology and Broadcasting Progress Report on Digital