Pedagogy in vocational education is challenged by the increasing availability of mixed reality (MR) technologies. Wearable technologies such as the Microsoft HoloLens are being embedded in nursing education programmes in Aotearoa New Zealand and Australia and explored in other subject areas such as construction, architecture, and engineering.…

The term "orchestrating learning" is being used increasingly often, referring to the coordination activities performed while applying learning technologies to authentic settings. However, there is little consensus about how this notion should be conceptualised, and what aspects it entails. In this paper, a conceptual framework for…

Internationally, society is increasingly demanding that the relevance and practical applicability of research be made transparent. Despite intentions to the contrary, insights on pedagogically appropriate uses of educational technology for representative teachers in everyday school settings are severely limited. In part, this is because (design)…

Our goal in this article is to set out some important elements of a useful theory of "design for learning." We aim to help understand what it means to design something, or some assemblage of things, to help other people learn. In offering what we believe to be a useful framework for thinking about design for learning, we address a number…

In order to promote pedagogically informed use of technology, educators need to develop an active, inquisitive, design-oriented mindset. Design Patterns have been demonstrated as powerful mediators of theory-praxis conversations yet widespread adoption by the practitioner community remains a challenge. Over several years, the authors and their…

In the present paper, the development and use of a specific set of pedagogical design principles in a large research and development project are analysed. The project (the Knowledge Practices Laboratory) developed technology and a pedagogical approach to support certain kinds of collaborative knowledge creation practices related to the…

This paper presents a best-practice model for the redesign of virtual learning environments (VLEs) within creative arts to augment blended learning. In considering a blended learning best-practice model, three factors should be considered: the conscious and active human intervention, good learning design and pedagogical input, and the sensitive…

The demographics of massive open online course (MOOC) analytics show that the great majority of learners are highly qualified professionals, and not, as originally envisaged, the global community of disadvantaged learners who have no access to good higher education. MOOC pedagogy fits well with the combination of instruction and peer community…

This paper provides a nuanced metaphor for teaching and learning, taking into account newer mediated forms of learning that lie at the nexus of teaching and learning. Firstly, the paper navigates this metaphorical minefield by tracing the evolution of the terms for describing learning environments: specifically coalface, chalkface and interface.…

We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only…

The mounting wealth of open and readily available information and the accelerated evolution of social, mobile and creative technologies call for a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This call is reverberated by the rising trend of research in learning design (LD). Addressing this,…

This paper tackles the issue of learning design and pedagogical planning in the context of computer-supported collaborative learning (CSCL). In this sector, we witness the same variety of approaches and tools that we find in the technology-enhanced learning (TEL) research field. In particular, in the CSCL context, notions such as…

This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks. The authors hypothesise that technology has the potential to enhance student engagement with feedback.…

Moving innovation in teaching and learning beyond isolated short-term projects is one of the holy grails of educational technology research, which is littered with the debris of a constant stream of comparative studies demonstrating no significant difference between innovative technologies and traditional pedagogical approaches. Meanwhile, the…

The learning design studio is a collaborative, blended, project-based framework for training teachers in effective and evidence-based use of educational technology. Arguably, teachers are the primary change agents in any educational system. Several decades of research have produced an extensive body of scientific knowledge of effective ways to use…