Best Practice Guidelines for the Implementation of Technology Enhanced Learning, Teaching and Assessment Strategy

Abstract

Background: Over the last few years there has been increasing interest in the use of computer enhanced learning, teaching and assessment (CELTA) strategies in medical and health education at both undergraduate and postgraduate levels. There is also evidence that CELTA provides a platform that is attractive to the learning, teaching and assessment (LTA) stakeholders, while delivering high quality personalised learning. The future development of CELTA is expected to evolve as the technology evolves. Broadbent (2002) comments that effective CELTA is created when there is a successful alignment of the approach to learning with the use of technology. The alignment of the approach therefore needs to be based on sound pedagogical approaches. In addition, it is critical to note that the success of CELTA largely depends on how the content is made available to the learner and how it is used to enhance their learning, more than it depends on the production of content. Aim: The aim of this project was to develop best practice guidelines for the implementation of a CELTA strategy in order to ensure effective design and delivery of the modules with the use of appropriate pedagogical approaches. For the purposes of this project, best practice is considered based on Arendale (2015) who defines best practice as the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviours. Methods: The methodology followed the concept formulation approach in the design of the guidelines. Concept formulation considers multiple options that can be used for incorporation into the design through the review of relevant literature and the consideration of the currently used approach (best practice). University College Dublin, Radiography and Diagnostic Imaging Department’s practice for the use of CELTA was adopted as the best practice. Among the critical readings that informed the design of the guidelines were the following: • The Ten Principles for successful E-learning • Learner agency principles • The Substitution-Augmentation-Modification-Redefinition SAMR model. • Technological Pedagogical Content Knowledge (TPACK) • Recent literature with regards to pedagogy for using technology • Moving beyond the hype: A contextualised view of learning with technology in higher education. Results: The guidelines were developed and were inclusive of five steps that can be followed for effective implementation of CELTA using sound pedagogical approaches. These steps are as follows: • Reason for the use of the technology - SAMR model. • Identification of the knowledge to be taught with technology - TPACK framework. • Consideration of pedagogical theories. • Identification of the suitable technology. • Design the learning activity. Conclusion: The use of CELTA can play a significant role if appropriate pedagogical approaches are used to inform the design thereof.