Technology Enhanced Learning and Research Overview
Mission
- To work with faculty and researchers to engage in research, study, and public discussion of issues related to the pedagogical uses of technology and to the moral, ethical, and educational implications of its use, as well as to investigate and champion the use of high-speed networked technologies to further university goals.
- To foster collaboration between academics, educators, and industry and government groups on research and issues of mutual concern and interest.
- Dissemination of findings of projects, activities, and developments in the field are a top priority.
- Community Outreach & Applied Research supports and sustains projects and partnerships between the University and the community—solving problems through applied research, service and partnership in the P-12 Educational system and associated communities.
Philosophy
Partnerships in research and teaching are central to the efforts of an effective teaching and research unit. Through the Technology Enhanced Learning & Research Group, we seek faculty participation in the granting process—pulling together resources, researchers and practitioners to propose the funding agencies.
From an internal perspective, Technology Enhanced Learning & Research (TELR) is positioned to assist in the technology integration design and development of faculty-initiated projects and proposals. TELR can bring to a proposal experience in strategic design and evaluation of the integration of technology with education, working within specific content areas and instructional delivery approaches of the faculty. Through this approach, we can work with other colleges and units to leverage the TELR Group personnel resources, bringing skill and talent to the proposal and maximizing the potential impact of the project focus.
As with all of our work in Technology Enhanced Learning & Research, we aggressively explore ways to effectively generalize and apply the findings of specific projects. Applications, software and web-tools designed within Technology Enhanced Learning & Research are modified and refined to apply across colleges, content areas and programs. Likewise, the IS resources aid in the development and design of new applications—leading innovation in the instructional delivery and research.
Information Technology has become a central part of the learning experience. Universities and colleges each face major challenges in ensuring that all students and faculty have access to the resources that will enable them to realize the full potential of technology to transform education.
Students have the opportunity to work through materials at their own pace, in locations and at times that are convenient to them. Students can work together to take advantage of sound and visual capabilities to enrich their learning experience. Faculty are challenged to discover new ways to present complex concepts, to engage students in the learning process, and to expand course-related resources. The Technology Enhanced Learning & Research Group provides assistance for faculty interested in pursuing this vision. By assembling these resources centrally, and by providing ongoing support and development, Technology Enhanced Learning & Research serves as an incubator for idea development and production.
Design Research
The Design Research methodology, as based on the Columbia University model, guides our collaborations with faculty partners. Together, we work through an iterative cycle of research, development, and assessment to create innovative uses of technology in the field of new media teaching, learning and research.
Design Research integrates the exploration and development of digital technologies with pedagogical theory and practice. alt^I rejects the long-standing division between theory-oriented educational research and service-oriented technical support and development. We seek to combine research and practice in a process that can best be summarized with a simple phrase: "build to learn."
The Design Research process for developing classroom innovations begins by partnering with faculty members to discuss their teaching practices. This conversation unfolds in a series of discussions around the following stages to incorporate successful innovative practices into the University's repertoire of academic tools:
- Initial Understanding of Curriculum: What is the purpose of this course within the department's curriculum? We begin by analyzing a course's curricular context.
- Problems and Challenges: What kind of challenges does this course pose? We work to identify specific challenges and obstacles that make up the learning environment.
- Design Hypothesis: How can technology be used to facilitate learning? We work with faculty to articulate and identify new media solutions to enhance the educational experience.
- Design of the Educational Experience: What learning experiences does the design enable? The project is implemented in the classroom and its use is closely monitored.
- Educational Experience: What learning experiences does the design enable? The project is implemented in the classroom, and its use is closely monitored.
- Discussion of Research and Evaluation: What have we learned? We evaluate the process and articulate conclusions for improving the project. It is important to mention that this discussion is made possible through continuous documentation throughout the entire process. The evaluation process informs future iterations.