What is Digitally-Enabled Learning?

Digitally-Enabled Learning involves designing our learning environments (both online and physical) to facilitate a quality, flexible and accessible learning opportunities for our students. We know that students can learn more effectively in well designed digitally-enhanced environments, particularly when we offer regular opportunities for customised, self-paced, feedback-rich activity. Digital technologies can powerfully enhance our students’ capacities for:
  • communicating and collaborating locally and globally
  • producing and creating, accessing and critically curating information, resources and expertise
  • creative problem solving and innovation
  • giving and receiving support and feedback
  • constructing and presenting their ‘digital self’
  • and taking control of and responsibility for their learning.

Digital technology can be incorporated into any aspects of our course designs:

  • Replacing traditional forms of teaching (e.g., video lectures, posting materials online)
  • Enabling the dynamic redesign of learning tasks (e.g., self-paced learning, regular digitally-enhanced formative assessment, audio/video feedback on assessment, eportfolios)
  • Creating new tasks and ways of learning (e.g., adaptive and immersive learning, virtual work-integrated learning experiences, augmented reality).

How do I get started?

You have a range of options to get started on your Smart Sparrow Journey;

Examples of Practice

Why is Digitally Enabled Learning Important?

Students in learning environments which incorporate context-appropriate active technology-mediated learning have been found to:

  • achieve at least comparable, and often superior learning outcomes
  • have a greater sense of agency and control of their learning and less anxiety in asking questions of teachers
  • better develop higher-order capabilities such as digital fluency and self-managed learning.

What support do students need?

There should be an intentional complementarity between the digital and face-to-face aspects of our courses. Active learning should characterise both the digital and face-to-face environments and conversation and learning can occur:
  • synchronously (real time)
  • asynchronously (e.g., discussion forums, blogs or wikis)
  • poly-synchronously (e. g., learners in multiple locations combining multiple channels of information and interaction)
The design challenges focus on creating a Community of Inquiry through:
  • Students and educators engaging with each other (social presence)
  • Students and educators co-constructing meaning and knowledge through open reflection and interaction (cognitive presence)
  • design and facilitation of activities that support cognitive and social presence (teaching presence)
This community can be extended to alumini, industry and community partners through the use of social media and digital collaboration tools.

What digital tools can be leveraged

Introduction statement

  • Teams
  • Echo360
  • Pebble Pad
  • VoiceThread
  • Smart Sparrow
  • Blackboard Ultra
  • H5P

Where could I learn more?