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THE STRATEGIC IMPLEMENTATION AND AUGMENTATION OF TECHNOLOGY ENHANCED LEARNING (TEL) IN THIRD LEVEL EDUCATION: A CRITICAL LENS

L. Widger1, M. Denny1, M. Benke2, M. Pajnkihar3, C. Bruen4, C. Madden1

1Waterford Institute of Technology (IRELAND)
2Empire State College (UNITED STATES)
3University of Maribor (SLOVENIA)
4Royal College of Surgeons in Ireland (IRELAND)
This paper discusses the implementation and augmentation of technology enhanced learning (TEL) in third level education. Learning using TEL has become a global phenomenon, but has subsequently focused its ‘lens’ on the current models of education that consist largely of on-campus delivery using predominantly traditional learning modalities. Additionally, TEL has become ubiquitous permeating and forcing a reconceptualization of the value and purpose of higher education in modern society. Learning using TEL has become a global phenomenon but has subsequently raised significant questions around the current models of education that consist largely of on campus delivery and limited creative teaching and learning approaches. In this paper, it is argued that underpinning the strategic approach to TEL learner engagement for understanding (LEU). A typology for a strategic approach to TEL personalisation is afforded using a conceptual framework, which incorporates learning styles and multiple intelligences and fosters communities of practice. Evaluation of patterns of interaction and assessment within this online learning space is also critically discussed, which addresses three critical elements of TEL implementation, technology adjuncts, the immersive experience of the learner and social interaction or its absence. The need for transformation in higher education can be linked to improving student retention, enhancing learning outcomes, and reducing the overall cost of education. The authors situate diverse approaches to strategic management of TEL in higher education, aimed at fostering greater engagement amongst academic staff.