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Session 1 (Week 1 and 2): Technology enabled Learning and Future of Learning in Higher Education

Session One of this course ED403 emphasizing on the influence of technology in learning in higher education (HE). This session enriched my knowledge on technology in HE and enabled me to critically review and analyse trends in HE learning environment in the University of the South Pacific (USP).https://universitybusiness.co.uk/Article/tech-for-all-in-higher-education/

Uses of Technology and Linking with USP

The use of technology in higher education has exploded in the last two decades. Exploring our library resources on the future of higher education, the collection includes articles, papers and presentations are now technology based and more accessible and handy. Not all the courses and assessments in a course can possibly be delivered through online which may lead to failure. For that teachers need skills to implement basic technology in their face-to-face teaching. Instructors should connect some of the in-class activities with cutting-edge-technology i.e. discussion forum in a mobile App, create a particular unit’s Twitter account, Moodle online help system etc. The pedagogical practices should be aligned with student-centered learning. The development of new technologies enables learners to learn more effectively, efficiently, flexibly and comfortably. Learners utilize smart devices to access digital resources through wireless network and to immerse in both personalized and seamless learning. Smart education, a concept that describes learning in digital age, has gained increased attention (Zhu et al., 2016).

Technological advances in Higher Education 

In cutting-edge knowledge intensive economies and societies, individual and societal progress is increasingly determined by technological advances. Prosperity requires nations to retain their competitive edge by developing and sustaining a skilled workforce, maintaining a globally competitive research base, and improving the dissemination of knowledge for the benefit of society at large (Tremblay et al., 2012). In this context, higher education represents a critical factor in innovation and human capital development and plays a central role in the success and sustainability of the knowledge economy (Dill and Van Vught, 2010). Therefore, higher education has become increasingly important on national agendas and has undergone profound mutations and reforms worldwide over the past decades, as described in a recent Organisation for Economic Co-operation and Development (OECD) reviews of tertiary education policies (OECD, 2008; Tremblay et al., 2012). As indicated by Altbach et al. (2009) “an academic revolution has taken place in higher education in the past half century marked by transformations unprecedented in scope and diversity”. In order to incorporate technology in teaching and learning environment the teachers not only need to have strong background in their subject but also should have good knowledge and understanding of current technology and student centered pedagogies. One of the interesting tool is social bookmarking systems (e.g. Delicious) where the students can produce personal libraries of relevant readings and share with their group members (Vaughan et al., 2013). In my course (BI408) at USP, the students conduct a group research project. Pair of students do a detailed literature review on their research topic and submit their research proposal. Moreover, this course has different types of assessments include in-class activities, final project report submission and oral presentation. This system can help the students in sharing their readings with the group members and enriching the peer-centered learning. The course also has self-reflection which takes place through weekly discussion forums. Vaughan et al. (2013) highlighted blogs are one of the effective platforms for self-reflection. It is important to consider the three theoretical underpinnings of technology enabled learning which are Community of Inquiry (CoI), Technology Pedagogy and Content Knowledge (TPACK) and Technology Integration Matrix (TIM), while engaging technology in learning and teaching environment. The CoI is collaborative learning between group of individual learners through social, cognitive and teaching presence (University of Toronto, 2018). Where social presence refers to strong engagement of individuals in the group which allows them to depict their personality and develop interpersonal relationships with their colleagues. While cognitive presence leads to constructive discussion of ideas in the group. Teaching presence shows the roles of the instructor in designing, facilitating and directing social and cognitive presence. TPACK is the combination of an expert teacher in a subject, appropriate pedagogy and the suitable technology (Teaching Teachers for the Future, 2018). While TIM integrates five attributes of meaningful learning environment, active, collaborative, constructive, authentic and goal directed at five level (entry, adoption, adaptation, infusion and transformation) (Welsh, 2018).



Influence of Technology in Pacific Islands’ Higher Education 
The technology is already an integral part of teaching and learning in Pacific Islands’ higher education. In fact, the technology aided to afford education in many lives in the pacific region. USP for example many courses are being offered in blended and online modes to various campuses in different Pacific Islands using appropriate and contemporary technological tools. Recently, the use of social networking sites such as Facebook, twitter, Instagram, blogs, YouTube and MobileApp have become common in globally which are effectively being used by the University of the South Pacific (USP) in teaching and learning in Pacific. Technology has the potential to revolutionize the traditional teaching and learning process. It can eliminate the barriers to education imposed by space and time and dramatically expand access to lifelong learning. Students no longer have to meet in the same place at the same time to learn together from a teacher.
References:
Altbach PG., Reisberg L. and Rumbley LE (2009) Trends in Global Higher Education: Tracking an Academic Revolution, Report prepared for the UNESCO 2009 World Conference on Higher Education, UNESCO Publishing, Paris.
Tremblay K., Lalancette D and Roseveare D (2012) Assessment of Higher Education Learning Outcomes. AHELO Feasibility Study Report - Volume 1. http://www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume1.pdf retrieved on 11 February 2020.
OECD (2008) Tertiary Education for the Knowledge Society, OECD Publishing, Paris. www.oecd.org/edu/tertiary/review
Dill D and Van Vught F (eds) (2010) National Innovation and the Academic Research Enterprise; Public Policy in Global Perspective, the Johns Hopkins University Press, Baltimore.
Teaching Teachers for the Future (2018) Technological Pedagogical Content Knowledge (TPACK). Viewed at http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html
University of Toronto (2018) Community of Inquiry. Viewed at http://teaching.utoronto.ca/wp-content/uploads/2016/05/Community-of-Inquiry.pdf
Vaughan ND, Cleveland-Innes M and Garrison DR (2013) Teaching in Blended Learning environment. Viewed at file:///F:/PGCTT/ED403/Week%202/99Z_Vaughan_et_al_2013-Teaching_in_Blended_Learning_Environments.pdf
Zhu, Z., Yu, M. & Riezebos, P. A research framework of smart education. Smart Learn. Environ. 3, 4 (2016). https://doi.org/10.1186/s40561-016-0026-2

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