Deep Learning Design for Technology Enhanced Learning
PROCEEDINGS
Andrew Ravenscroft, Tom Boyle, Learning Technology Research Institute, London Met University, United Kingdom
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
To address the salient challenge of designing Technology Enhanced Learning (TEL) amidst wide-ranging and profound technological changes, within the Web 2.0 landscape and beyond, we are developing the notion of Deep Learning Design (DLD). This is a paradigm that we hold is important to both better understanding and realising learning in the digital age that counters the sort of technological determinism that is unhealthy for the field of learning. So this article will: consider the current challenges of learning design; explain why the challenges raised necessitate the introduction of this new approach; and, exemplify and map this new notion of design to two large-scale TEL initiatives. These are projects in Digital Dialogue Games (DDGs) and Reusable Learning Objects. Finally some implications are considered and some conclusions are drawn.
Citation
Ravenscroft, A. & Boyle, T. (2010). Deep Learning Design for Technology Enhanced Learning. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2537-2546). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/34994/.
© 2010 Association for the Advancement of Computing in Education (AACE)