About this paper

Appears in:
Pages: 5769-5773
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.1417

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

PREPARING FOR GENERATION Z: HOW CAN TECHNOLOGY ENHANCED LEARNING BE FIRMLY EMBEDDED IN OUR STUDENTS' LEARNING EXPERIENCE? A CASE STUDY FROM ABERTAY UNIVERSITY

A.D. Robertson

Abertay University (UNITED KINGDOM)
This talk will provide an overview of technology enhanced learning at Abertay University. The drivers for learner engagement at the university are to: enhance the quality of our students' learning experience, improve student retention and progression. Abertay is a relatively small university (undergraduate population of around 4000) with a wide portfolio and a diverse student population. Around 35% of our students are direct entry from local partner colleges to years 2 and 3 of our programmes and a significant number are first generation higher education within their families. As such, partnership working with colleges and support to aid student transitions are key aspects of Abertay’s provision. Since 2013/14, the university has developed and implemented a new Teaching and Learning Enhancement strategy that has catalysed wholescale transformation across the institution.

A key aspect of the approach has been to take a more strategic approach to technology enhanced learning and to further embed its use across the institution. This has involved organisational restructure of technology enhanced learning support from Information Services into Teaching and Learning Development Directorate, creating a technology enhanced learning working group involving stakeholders and students to set strategic priorities coupled with a top down clear steer from the university executive in terms of overall university strategy and KPIs around student attainment, employability, progression and quality.

The change process which the university has undertaken will be outlined along with an overview of the range of technology enhanced learning currently in use or being trialled at Abertay. Details of three examples of priority initiatives will be reflected upon, in particular:
• Electronic Management of Assessment- submission, marking and feedback
• Learning Analytics- to identify and support students’ at potential risk of non-progression
• Interactive lectures- uses of technology to improve student interaction in the classroom, including providing formative feedback to academic staff on their modules.

Finally, there will be some discussion where the university goes next, in light of the recent commencement of the next strategic planning cycle.
@InProceedings{ROBERTSON2019PRE,
author = {Robertson, A.D.},
title = {PREPARING FOR GENERATION Z: HOW CAN TECHNOLOGY ENHANCED LEARNING BE FIRMLY EMBEDDED IN OUR STUDENTS' LEARNING EXPERIENCE? A CASE STUDY FROM ABERTAY UNIVERSITY},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.1417},
url = {http://dx.doi.org/10.21125/inted.2019.1417},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {5769-5773}}
TY - CONF
AU - A.D. Robertson
TI - PREPARING FOR GENERATION Z: HOW CAN TECHNOLOGY ENHANCED LEARNING BE FIRMLY EMBEDDED IN OUR STUDENTS' LEARNING EXPERIENCE? A CASE STUDY FROM ABERTAY UNIVERSITY
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.1417
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 5769
EP - 5773
ER -
A.D. Robertson (2019) PREPARING FOR GENERATION Z: HOW CAN TECHNOLOGY ENHANCED LEARNING BE FIRMLY EMBEDDED IN OUR STUDENTS' LEARNING EXPERIENCE? A CASE STUDY FROM ABERTAY UNIVERSITY, INTED2019 Proceedings, pp. 5769-5773.
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