What is Digitally-Enabled Learning?
Digitally-Enabled Learning involves designing learning environments (both online and physical) to facilitate 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 enhance our students’ capacities for:
- communicating and collaborating locally and globally
- producing, creating, accessing and critically curating information, resources and expertise
- problem solving and innovation
- giving and receiving support and feedback
- constructing and presenting their ‘digital self’
- taking control of and responsibility for their learning.
Digital technology can be incorporated into any aspect of our course design:
- 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, eportfolio’s)
- Creating new tasks and ways of learning (e.g., adaptive and immersive learning, virtual work-integrated learning experiences, augmented reality
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 where conversation and learning can occur synchronously, asynchronously and poly-synchronously.
This can be achieved by creating a Community of Inquiry that establishes and demonstrates social, cognitive and teaching presence. This community can be extended to alumni, industry and community partners through the use of social media and digital collaboration tools.
Course Design Standards
We facilitate our students to learn more flexibly and effectively through digitally-rich and integrated learning environments.
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.