(1285) THE STRATEGIC IMPLEMENTATION AND AUGMENTATION OF TECHNOLOGY ENHANCED LEARNING (TEL) IN THIRD LEVEL EDUCATION: A CRITICAL LENS

摘要

This paper discusses the strategic implementation and augmentation of Technology-EnhancedLearning (TEL) in third level education. Learning using TEL has become a global phenomenon attertiary level;;one that is ubiquitous and forcing a reconceptualization of the value and purpose ofhigher education in modern society. The need for transformation in higher education can be linked toimproving student retention, enhancing learning outcomes, and reducing the overall cost of education.TEL has subsequently raised significant questions around the current models of education that consistlargely of on-campus delivery and limited creative teaching and learning approaches. Numerousmodels exist to guide the implementation of TEL and there is an abundance of literature advocatingstrategic leadership and the adoption of management theory and principles of project management toguide the implementation process. However, common issues continue to prevail. There is still areliance on delivery models that consist largely of on-campus learning using predominantly traditionallearning modalities. Implementation of TEL tends to be siloed resulting in inconsistent and variedlearning experiences.A typology for a strategic execution and actualisation of TEL implementation is afforded in this paper.The authors propose a conceptual framework that incorporates constructivist learning. LearnerEngagement for Understanding (LEU) is achieved in the TEL implementation through the adoption ofMultiple Intelligences (MI) and Multiple Intelligences Teaching Approach (MITA). The authors situatediverse approaches to strategic management of TEL in higher education, aimed at fostering greaterengagement amongst academic staff. A virtuous synthesis between teaching, learning, research andquality enhancement is situated in research informed teaching and learning. The critical adjuncts ofTEL implementation are also discussed as they relate to technology learning interventions, theimmersive experience of the learner and social interaction or its absence.