The TEL Moment

We are at the moment of Technology enhanced learning (TEL) at Oxford Brookes University.

The “moment” is the point when potential starts to move. The point of no duration or location from which there is no return yet from which all unfolding remains possible. The moment creates multiple ways of being, simultaneously imaginary and real, including every possibility. If you can imagine it, it could be. The moment opens a field of symbolic struggle where what you stand for is contested and shaped by conscious human application of meaning and effort.

For me, this moment is informed by two readings: Cristina Costa’s (2015)  excellent musing on radical pedagogies and Richard Francis’ (2015) “Disrupting Vision”. For Costa (2015), learning is relational and as much about feeling (the affective) as about communication. Francis brings in what for me is another key point: learning takes place. That is, physical as well as virtual locations give meaning to and are given meaning by learning.

This is what we are trying to acknowledge with our Technology Enhanced Learning (TEL) Framework at Brookes. For us TEL is about creative appropriation, transformation, community and place. The Framework will be set in the context of – and support – a wider programme of Projects for Enhancing the Student Experience. The Framework is currently being discussed among a TEL steering group and other forums. We welcome comments.

We are at that moment.

References

Costa, C. (2015, January 27). Can technology deliver on the promise of radical pedagogies? Retrieved 15/09/2015 from http://socialtheoryapplied.com/2015/01/27/can-technology-deliver-promise-radical-pedagogies

Francis, R. (2015). Disrupting Vision: A Technology Experimentation Group thought piece. Retrieved from https://slate.adobe.com/a/YLeG9/

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About the author

George Roberts

George has been at Oxford Brookes since 2000 and joined OCSLD in June 2006 as an Educational Developer (e-Learning). In his previous role he advised the Head of e-Learning and the Senior Management Team of the University on policy for off-campus e-learning and e-learning partnerships.

He leads the MA Education (Higher Education) and teaches on the Postgraduate Certificate in Teaching in Higher Education (PCTHE) as well as conducting Course Design Intensives (CDIs) and other educational development activities: workshops and consultancies.

He leads the Learning domain in the development of the University’s Technology Enhanced Learning framework.

He wrote his doctorate (July 2011) at the University of Southampton on biographical narratives of adult users of a community IT centre on a large social housing estate.

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