application guide - use of technology to support teaching and learning (stem subjects)

APPLICATION GUIDES

NORTHERN IRELAND

Use of Technology to SupportTeaching and Learning with a PrimaryFocus on Stem SubjectsJune 2009

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Contents

Use of Technology to Support Teaching and Learning with a Primary Focus on Stem Subjects

Foreword 3

Section A: Introduction 4

1. What is technology enhanced learning? 4

2. The purpose of an application guide 4

3. What is a technology enhanced learning application guide? 5

4. How to use an application guide 7

5. Organisation of the document 8

Section B: Description of technology enhanced learning applications and examples of good practice 10

1. Domain A - Professional values 10

2. Domain B - Learning and teaching 12

3. Domain C - Specialist learning and teaching 14

4. Domain D - Planning for learning 16

5. Domain E - Assessment for learning 18

6. Domain F - Access and progression 20

Glossary of terms 22

The Department for Employment and Learning in NorthernIreland is greatly aware of the need for technology enhancedlearning within the lifelong learning sector.

Foreword

This Technology Enhanced Learning ApplicationGuide for the use of technology to supportteaching and learning produced by the SectorSkills Council, Lifelong Learning UK, isunderpinned by the new professional standardsfor teachers, tutors and trainers in the lifelonglearning sector in Northern Ireland. Theseprofessional standards define clearly theexpectations of teachers, tutors and trainers in Northern Ireland, in a variety of roles andresponsibilities. The standards provide the basis for this guide and are a key indicator ofthe professional development and advancementrequired for practitioners in the lifelong learning sector.

The purpose of this Application Guide is toprovide a set of descriptors which will assist in the interpretation of the new professionalstandards, in relation to how technologyenhanced learning should be applied in practice.

The Application Guide has a primary focus onscience, technology, engineering and mathematics(STEM) subjects and is supported by the followingcase studies:

http://www.lluk.org/ni-professional-standards-for-learning-delivery-ilt-guide-stem-focus.htm

Lifelong Learning UK is committed to carryingout a number of initiatives with furthereducation (FE) colleges and work basedlearning (WBL) organisations to furtherpromote and embed the use of this applicationguide in the successful delivery of STEM related

subjects. Lifelong Learning UK will continue topromote good practice and share knowledgeand information with the lifelong learning sectoron how this Application Guide can enablepractitioners to access updated guidance toeffectively use technology. This will enhance thedelivery of Level 2 and Level 3 qualifications inNorthern Ireland.

The Application Guide specifically delivered forNorthern Ireland will supersede any existingstandards or professional application guides fore-learning delivery, and provide a basis forfurther professional advancement of impactingqualifications and performance indicators.

The Application Guide, for use in an e-learningenvironment, will assist the future proofing ofthe lifelong learning workforce by introducing a professional product that will assist with thepace of technological change.

The development of this guide and associatedcase studies has been funded by the Departmentfor Employment and Learning.

Nuala KerrDirectorSkills and Industry DivisionDepartment for Employmentand Learning

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Section A: Introduction


1. What is technology enhanced learning?The use of learning technologies in the lifelonglearning sector is an area of rapid growth andchange. The term technology enhanced learning(TEL) is used to replace previous terms (such ase-learning, information and learning technologiesand information and communication technologies)and is intended to be all encompassing. Theapplication and the integration of technologywithin the learning context is central to the use of the term ‘technology enhanced learning’.

TEL involves the use of technology to supportteaching and learning. TEL within the learningcontext must involve both application to teachingmethods and support for the key learningoutcomes. There are three fundamental criteria:

• TEL for learning delivery: to reinforce thevisual and auditory delivery of key teachingstrategies and messages within a lesson

• TEL for learning outcomes: the use oftechnology to support, motivate and engagelearners and contribute to the core learningactivities within a lesson

• TEL for learner retention: to track,maintain records and coordinate studentinformation in order to manage learnerprogress and development.

2. The purpose of an application guide The purpose of the application guide is tosupport those working with the new overarchingprofessional standards for teachers, tutors andtrainers in the lifelong learning sector inNorthern Ireland.

Standards describe, in generic terms, the values,knowledge and understanding and professionalpractice required of those who work within thesector, namely, teachers, tutors and trainers.The application guide will assist individualpractitioners, learning providers/employers andteacher education providers by making availablea set of descriptors. These descriptors will assistin the interpretation of standards and expand onthe standards in relation to the ways in whichTEL should be applied in practice. This is not aregulatory document rather a manual to supportthe embedding of standards.

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3. What is a TEL Application Guide?This document should be read together withthe new professional standards for teachers,tutors and trainers in the lifelong learning sectorin Northern Ireland. The standards are writtenin generic terms to encompass the wide varietyof roles undertaken within the sector withlearners and employers. However, thestandards may be applied differently forindividual roles, subject areas or specialisms.The TEL application guides provide furtherdetail on how this can be done, and indicateeffective practice in relation to the use of andways in which technology may be embeddedwithin the learning and teaching context.

The TEL application guide is, like the standards it refers to, level free.

The TEL application guide is a standards productwhich indicates the knowledge, understandingand practice required in the particular area ofTEL. It is based on standards and not onqualifications. However, it could be used tosupport the development of qualifications if thisis felt to be appropriate by Lifelong Learning UK.

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The purpose of the technology enhanced learning(TEL) application guide may be summarised as:

• providing a bridge between the newprofessional standards for teachers, tutors and trainers in the lifelong learning sector inNorthern Ireland and the application of TEL

• assisting in promoting consistency across thesector in terms of TEL

• indicating and disseminating effective practicein relation to the application of TEL as a keyaspect of teaching and learning management,practice and support

• signposting skills development needs relatedto TEL for the individual manager andpractitioner

• enabling practitioners and managers to meetthe needs of learners more effectively throughthe use of TEL.

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4. How to use an application guide?Application guides can be used in many ways by a wide range of people.

Users may be individual practitioners, learningprovider organisations/employers, employeedevelopment and human resource managers,teacher educators and awarding organisations.Possible uses are suggested below; these are notintended to be prescriptive or exhaustive.

Individual practitioners may use the applicationguide to:

• identify professional development needs

• develop new skills

• develop existing skills to meet the specificneeds of learners in new circumstances.

Learning provider organisations/employers andtheir staff development or human resourcedepartments may use an application guide to:

• illustrate how the TEL related standards applywithin teaching and learning

• develop and offer a framework for trainingand continuing professional development(CPD) in support of TEL

• share and disseminate effective practice in TEL

• form the basis of job descriptions

• motivate and assist the workforce to developnew TEL skills

• set objectives in performance and appraisal

• benchmark performance and improvementsand support self-regulation and peer review.

Teacher educators and awarding organisationsmay, as appropriate, use the application guide:

• as a basis for qualifications

• in developing guidance on qualifications

• for mapping current provision against thestandards

• in curriculum development, delivery andassessment.

5. Organisation of the documentThe document will detail the standardsthematically in order to present an overview ofthe knowledge, understanding and professionalpractice required of teachers, tutors andtrainers who apply and embed technologyenhanced learning (TEL) within routine learningdelivery practices across the lifelong learningand FE sector.

The learning delivery standards for teachers,tutors and trainers in Northern Ireland havebeen written to reflect the context withinwhich education and training is organised, indirect recognition of the ‘FE Means Business’strategy, ‘Success through Excellence’ policiesand the long-standing history of professionaltraining within the Northern Ireland lifelonglearning community.

The professional standards are divided into sub-sets of thematic standards. Each set of standardsare described as a ‘domain’. In Northern Irelandthere are six domains. The domain heading is thegeneral thematic description of the standards.Domain A, takes direct cognisance of theGeneral Teaching Council for Northern Irelandprofessional value statements in relation to thearea of 14-19 year olds education and training.All domains are mapped to domain A for thisreason. The domains are broken down intodescriptors of knowledge, understanding and professional practice.

The six domains for Northern Ireland are:

Domain A - Professional values

Domain B - Learning and teaching

Domain C - Specialist learning and teaching

Domain D - Planning for learning

Domain E - Assessment for learning

Domain F - Access and progression

Each domain will be presented in section Bdetailing the specific elements of knowledge,understanding and practice that are expected to reflect the use of and the application of TEL.Elements are descriptors of practice and theapplication of knowledge. In support of thespecific descriptors, section B will outline theextent to which a standard must embedtechnology, described in terms of contextualcriteria within which a teacher, tutor or trainermust operate in order to demonstratecompetence against the professional standards.

The suffix, TEL, denotes an element in theapplication document.

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Domain A: Professional values

Thematic standards Application of TEL

AS1 Commitment tolearners (TEL).

AS2 Empathy and trust.

AS3 Respect.

AS4 Reflective duty (TEL).

AS5 Commitment to others (TEL).

AS6 Creativity within the classroom (TEL).

Element (descriptor of action)Teacher will:

E1. Use technology to motivate learners.

E2. Work with appropriate staff to select technology for deliveryappropriate to learner experience and age.

E3. Promote student use and application of technology in support oflearning activities.

E4. Show a commitment to self assessment and the appraisal of TELwith the help of peers and students.

Extent (contextual criteria)X1. Learning delivery: Technology should be used to engage and

enhance the delivery of key learning messages. Multimedia solutionsshould be considered.

X2. Learning outcomes: Technology should be employed to supportdiversity and enhance core learning activities by engaging andinspiring learners to develop new knowledge and skills.

X3. Learner retention: Track, record and monitor learners usingtechnology supported methods in line with organisationalprocedures and individual learning targets.

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Section B:Description of technology enhanced learning (TEL) applications by domain


Standards in action: Examples of good practice

Learning delivery:Different types of technology-supported stimuli designed to enhance key teaching methods: interactiveresources, modalities and methods to support different learner styles and enhance learning and graphicillustrations and images to augment a teaching explanation and/or demonstration.

Learning outcomes:Technologies that enhance the learner experience might include the use of a virtual learningenvironment (VLE) supported by tutor discussions, peer networking and the development ofcollaborative online forums. Tools such as wikis, blogs, journals, discussion boards and presentationtools will support the learning outcomes and the retention of new knowledge and skills.

Learner retention:Progress files should be maintained electronically in support of learner development. Both thetracking and the management of information systems should be maintained in order to ensureaccurate and reliable learner records in order to ensure learner outcomes. The use of electronicregisters, teacher monitoring procedures and related software should be coordinated and individuallearner agreements tracked to ensure needs are met.

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Domain B: Learning and teaching


BS1 Management of the educational environment including behavioural challenges (TEL).

BS2Maintaining effective relationships by facilitating inclusive, equitable, motivating and, where appropriate, multilingual learning (TEL).

BS3 Applying and developing own professional skills to enable learners to achieve their goals.

BS4 Communicating effectively and appropriately with learners to enhance learning (TEL).

BS5 Collaboration with colleagues to support the needs of learners (TEL).

BS6 Using a range of learning resources, strategies and modalities of learning to support diverse learner needs and subject teaching (TEL).

Element (descriptor of action)Teacher will:E1. Use technology to promote positive relations among learners and with

the teacher.E2. Develop forums for technology supported forms of collaborative learning

suitable to the age and experience of learners.E3. Provide a range of technology supported learning options suitable to the

needs of different types of learners.E4. Exemplify technology enriched presentations in support of teaching in

order to role model good practice among learners.E5. Share good practice in the application of technology with colleagues in

order to disseminate learning about new teaching methods.E6. Source and develop technology supported subject resource-banks

within teams to enhance the learning experience, promoting individual,collaborative and equitable learning opportunities.

E7. Employ suitable communication techniques when using technology, ensuringclarity, support and challenge is offered in the management of learning.

E8. Manage any risk associated with the use of technology paying due careand attention to legislation, organisational policies and your professionalduty of care.

Extent (contextual criteria)X1. Learning delivery: Opportunities for a wide range of teaching methods

supported by technology should be considered:• Blogging• Journaling using a virtual learning enviroment (VLE) or other software

solution e.g. wikis• SMS text messaging to support student learning• Interactive whiteboards for complex teacher demonstrations• Tutorials to support learner projects using VLEs and social

networking tools• Podcasting to support teaching and learning• Blended learning.

X2. Learning outcomes: Develop technology enhanced learning strategiesto differentiate and promote active learning. A range of active learningmethods should be considered:• Project work using relevant technology e.g. the internet for research,

social bookmarking and digital presentation tools• Individual and group reflective learning opportunities supported by

technology e.g. a digital portfolio/diary, group journaling, grouppresentation and communication tools such as voice over internetprotocol and podcasting/vodcasting

• Problem solving activities supported by technology

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• Communication skills supported by technology enriched learningcommunities and other tools and software.

X3. Learner retention: Planning, monitoring and assessing learner needs usingtechnology to enhance opportunities for access and progression. A range of retention tools should be employed:• To support individual learning and candidate pathway planning• To support student diversity• To offer opportunities to those with learning disabilities• To support multilingualism• To advance essential skills.


Learning delivery:Multimedia and virtual learning opportunities that support the presentation of key learning messagesmight employ a range of methods:• Presentation software with sufficient multimedia and imagery in support of learner needs and

subject components• VLEs with enriched tutorial opportunities such as synchronous and asynchronous forums, the

development of e-assessments and podcasting for student support• E-books to support student learning and assessment• Podcasting/vodcasting using text, sound and/or visual presentations to support learner needs e.g. for revision

purposes, to support distance learners, to promote independent learning or provide learner support.

Learning outcomes:Technologies that assess and advance the learner’s development of new knowledge and skillssupported by tutor moderation should be employed:• The use of the interactive whiteboard for learner-centred learning activities• Peer learning experiments and technology supported simulations using subject related software,

virtual learning platforms and social networking • Problem based learning using technology such as simulated software• E-assessment to advance student independent learning and support diversity.

Learner retention:Learning support software that meets the needs of individual learners is increasingly being employedacross a range of areas:• Technology driven portfolios to support reflective and independent learning• Electronic assessments and feedback platforms to profile learners and signpost needs• Support tools for language translation• Software to support learning disabilities and maximise student engagement• Essential skills support packs and technology enhanced programmes to assist learners with particular needs.

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Domain C: Specialism learning and teaching


CS1Advancing and keeping up to date with current knowledge and industrial expertise in respect of own specialist subject.

CS2Enthusing and motivating learners in own specialist area through creative teaching and technology enhanced learning (TEL).

CS3 Fulfilling the statutory responsibilities associated with own specialist area of teaching.

CS4Developing good practice in teaching own specialist subject by engaging in continuous reflective practice, peer review, research and development (TEL).


E1. Demonstrate a range of subject related learning solutions using e-tools to support differentiated learning in the classroom.

E2. Select e-tools appropriate to the subject matter paying attention to student needs and curriculum outcomes.

E3. Work with others to critically evaluate and develop the applicationof TEL within subject specialist area.

Extent (contextual criteria)X1. Learning delivery: Make use of existing resources and develop and

share creative subject resources to support teaching and learning.This should include:

• Interactive teaching resources to support the development of subject knowledge

• Multimedia and virtual learning opportunities to enhance theteaching of subject matter.

X2. Learning outcomes: Learners should be encouraged to use arange of tools to advance subject knowledge and skills:

• Synchronous communication tools

• Asynchronous communication tools

• Subject resources and guides suitable to the awarding body standards

• Technology for presentation of learning

• Wireless and mobile technologies to support learners.

X3. Learner retention: Subject support should be advanced using TEL.Resources should include:

• TEL supported reflective tools

• Electronic revision aids

• Special educational needs (SEN) approved support documents

• Essential skills support.

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Learning delivery:Subject resources may be advanced using TEL. Various multimedia and curriculum based solutionsexist in a wide range of disciplines, examples of good practice include:

• Interactive handouts to support subject knowledge and skills

• The use of e-books to enhance discipline related standards

• E-portfolios to assist students with higher order thinking skills at the subject level

• Multimedia tools to enhance problem solving within the subject.

Learning outcomes:Using technology to advance learning outcomes is vital and whilst it overlaps at the subject level, it can be very productive to look to the platforms that encourage interactivity, sharing of learningexperiences and video and other conferencing opportunities. Globalised and collaborative practicesexist in many domains, for example:

• Videoconferencing for student projects across campuses/organisations

• Globalised or shared instruction – live lectures/workshops using postcasting/vodcasting and web-based forums

• Wikis and blogs to support subject discussion forums.

Learner retention:Learning support subject software that meets the needs of individual learners is increasingly beingemployed across a range of areas:

• Technology driven portfolios to support reflective and independent learning

• Electronic assessments and feedback methods supported by TEL to profile learners and signpost needs

• Study guides and aids to advance subject-based learning.

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Domain D: Planning for learning


DS1Planning curriculum and lessons that promote equality, support diversity and meet the intended outcomes and learning needs (TEL).

DS2Learner active participation in the planning of learning (TEL).

DS3Evaluation of own effectiveness in planning learning (TEL).


E1. Develop web-based resources that support shared lesson planningand the development of robust schemes of work.

E2. Use technology to support the evaluation of learning experiences.

E3. Use technology to plan for differentiated learning needs and specialeducational requirements.

Extent (contextual criteria)X1. Learning delivery: Carry out research and develop technology-

based resources to support the advancement of schemes of workand lesson plans.

X2. Learning outcomes: Plan for student needs using appropriatesoftware in support of individual learning agreements.

X3. Learner retention: Evaluate learning using technology supportedmethods in line with organisational procedures.

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Learning delivery:Technology supported learning communities may exist in certain subject areas. Teachers, tutors andtrainers are expected to moderate forums for shared planning purposes, develop resource banksand contribute to professional learning communities for the good of the student experience; forexample contributing to the Higher Education Academy subject support centres, Joint InformationSystems Committee (JISC) and the Learning and Skills Development Agency (LSDA) teaching andlearning communities work, with a view to advancing shared lesson plans and resources in supportof student needs. Teachers, tutors and trainers may also advance internal communities of practice insupport of shared planning and curriculum development for diversity and differentiation.

Learning outcomes:Teachers, tutors and trainers should employ appropriate technology-supported resources andsoftware to advance learning for particular reasons. One example of this might be to assist studentswith language difficulties by using essential skills software/technologies to aid learner developmentsand recall. Multilingual support is also available online using a range of open source software.

Learner retention:Organisations might begin to use management information systems (MIS) to develop self assessmentpossibilities at the programme and individual teacher, tutor and trainer level. A range of possiblesurvey or data collection measures may be supported online. Virtual learning environments (VLEs)and internal networks offer some opportunities for this as do web-based software solutions. Thiswill support the teacher, tutor and trainer during the review of learning and future planning forcurriculum development whilst aiding retention within a programme.

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Domain E: Assessment for learning


ES1Designing and using assessment as a tool for learning and progression (TEL).

ES2Assessing the work of learners in a fair and equitable manner (TEL).

ES3Learner involvement and shared responsibility in the assessment process (TEL).

ES4Using feedback as a tool for learning and progression (TEL).

ES5Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress (TEL).


E1. Use technology to assess learning against awarding bodyrequirements.

E2. Develop formative e-assessment tools to support learner progress.

E3. Design robust assessments using appropriate technology in supportof the learners’ age, experience and level.

E4. Use technology to track, record and maintain student assessmentsaccording to awarding body and organisational requirements.

Extent (contextual criteria)X1. Learning delivery: Design formative and summative e-assessments

suitable for the review of learning.

X2. Learning outcomes: Develop technology supported assessmentsthat identify learner needs and assist progression.

X3. Learner retention: Manage learning and assessment records andstudent pathway planning needs using electronic resources andtechnology necessary for quality within a subject and organisation.

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Learning delivery:Technology should be employed to support the individual learner. E-assessment offers opportunitiesfor the assessment of learning outcomes in support of teaching, individualised feedback to advancelearners and progress reports to aid future planning.

Awarding bodies offer a range of e-assessment solutions in support of subject examinations. Suchtools might be employed to facilitate learners across a range of levels.

Virtual learning environments (VLEs) offer e-assessment opportunities such as ‘dropbox’ features forthe uploading and grading of assessed work (formative units of assessment), quiz tools to advancequestioning facilities to support teaching and learning, self assessment tools with built in formativefeedback and grading opportunities to help individuals comprehend their subject achievements andprogression needs.

Learning outcomes:Portfolios are a useful form of recording and profiling learning using a range of different types ofevidence-based forms. Learners can upload evidence within a digital portfolio as a form of recordkeeping. Teachers, tutors and trainers can interact with a digital portfolio and sign off assessments at the unit level, giving feedback in support of progression.

Reflective and experiential learning journeys within a subject qualification may be captured using e-portfolios that support personal developments and the formation of competence-based learningachievements. Learners may be encouraged, using this tool, to evaluate individual outcomes andevidence from a range of sources that support their achievement and progression. This type ofreflective assessment encourages deeper learning and the use of e-portfolios to support thedevelopment of a formative and summative ‘record of achievement’ and ‘progression’ planning.

Learner retention:VLEs and e-portfolio software support tracking and monitoring for assessment purposes. Individuallearning agreements can be maintained and reviewed using a range of learner-tracking tools and aidsbuilt in to managed-learning systems.

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Domain F: Access and progression


FS1Encouraging learners to seek initial and further learning opportunities and to use services within the organisation (TEL).

FS2Providing support for learners within the boundaries of the teacher role (TEL).

FS3Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist subject.

FS4A multi-agency approach to supporting development and progression opportunities for learners (TEL).


E1. Use technology to support learners in recognising their skills andfurther opportunities that support progression.

E2. Facilitate learners using a range of technology supported servicesand tools to aid participation and achievement.

E3. Choose appropriate technology-supported information and learningsystems to widen participation, disseminate learner outcomes andmanage student progress.

Extent (contextual criteria)X1. Learning delivery: Technology should be used to support the

measurement of learner needs and the provision of advice forprogression.

X2. Learning outcomes: Provide appropriate technology-supportedfacilities to encourage self assessment and learner research in thedevelopment of learning plans.

X3. Learner retention: Develop suitable systems and networks ofsupport to monitor participation, manage and track learning andreinforce progression in line with organisational policies to retainand advance learners.

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Learning delivery:It is important that teachers, tutors and trainers offer suitable support to learners at pre-entry,during a course of study and for progression in the future. Technology can assist providers in thedevelopment of assessment measures in the establishment of individual learning pathway plans, inthe formation of learner goals and when supporting progression and opportunities for employability.Various skills-profiling tools are available in digital form to support learner assessments and offercareer planning guidance for learner progression.

An example of good practice might also include online teaching using a virtual learning environment(VLE) whereby the teacher, tutor or trainer offers online tutorial/communication and moderatedlearning opportunities to support access for those who may not otherwise be able to contribute orparticipate in on campus experiences.

Learning outcomes:Teachers, tutors and trainers might offer support using technology in a flexible and progressivemanner. The use of SMS text messaging to reinforce key learning contracts, e.g. for attendancetracking or for homework reminders, has been found to facilitate and encourage learnerengagement and motivation.

Offering distance learning opportunities using e-tools or VLEs can be powerful in the development of outreach support for work-based learners and adult learning programmes.

Learner retention:The management and moderation of the learning experience is essential to the success of learneraccess and progression. Technology can support teachers, tutors and trainers in the tracking,monitoring and flexible design of opportunities for wider participation and retention within theorganisation with the learner at the core. Developing routines and regulatory requirements suitableto learner needs can be advanced through information systems and procedures. VLEs offer newopportunities for learner tracking and the moderation of learning for retention. Web-basedcommunication tools (e.g. web 2.0 tools) support messaging for learner development and theaccessibility of learning.

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Glossary of terms

Technology The application of technology to stimulate, support and resource learners.enhancedlearning (TEL)

Delivery The process of teaching which involves teacher explanation or demonstration. This is led by the teacher.

Learner activity The process of teaching that engages individual learners in action in order to facilitate their understanding of given topics or tasks.

Blogging/blogs Discussion postings that are stored either on the web or within a virtual learning environment. Blogs support student logs and enhance reflective dialogues when moderated by the teacher, tutor or trainer. Entries appear in chronological order and are editable.

Synchronous Synchronous communications refers to the opportunity for live interaction using technology. Chat tools for example allow for instant communication.

Asynchronous Asynchronous communications involves anytime communication. Email, bulletin boards and conferencing areas are examples of asynchronous communication tools.

e-tools e-tools are a set of web-based tools that support learning. Web 2.0 is an example of a series of e-tools. Examples include: social networking tools, blog tools and wikis.

Web 2.0 Web 2.0 is the title given to the second generation of the world wide web. It moves the internet to a platform that is supported by a series of web tools, software updates and standards. A website designed with web 2.0 will support much more advanced communication and connected resourcing than the previous web 1.0 platform. This is important for education and training as teachers, tutors and trainers can now make use of web 2.0 technologies for the enhancement of teaching and learning strategies.

Wikis A wiki is a collection of web pages (and databases) that are stored on the web for a particular reason. Wikipedia is the most popular wiki on the internet. It is moderated and managed for information sourcing and accuracy. Educators can develop web pages and connect with other web communities or forums to enhance the learning experience. They are editable and are often the source of shared learning/community websites.

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Glossary of terms

VoIP Voice over Internet Protocol is the use of direct auditory tools to support communication over the Internet.

Podcast Podcasts are a collection of audio files which can be downloaded or streamed across the internet. Educators can use podcasting to teach students remotely.

Vodcast Vodcasts are the video equivalent of a podcast. A vodcast is a digital video file that can be streamed across the internet or downloaded to the user’s computer.

e-book e-book is a digital version of a text book.

e-portfolio e-portfolios may be used for evidencing and assessing learning, for the accreditation of learning and for personal and reflective developmental purposes.

SMS Short Message Service is a method of communication using mobile technologies. SMS is one of the most popular methods of data communication.

NORTHERN IRELAND

Part of the Skills for Business network of25 employer-led Sector Skills Councils

Lifelong Learning UK

BELFAST2nd Floor, Alfred House, 19-21 Alfred Street, Belfast, BT2 8EDTel: 0870 050 2570 Fax: 02890 247 675

Email: [email protected] and Advice Service: 020 7936 5798

www.lluk.org RW06

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Ref: S&Q/NI/06 2009/01

application guide - use of technology to support teaching and learning (stem subjects)

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