Embedding Digital Competences in the Curriculum: A Case Study on Student-Experience of an Online Technology-enhanced, Activity-based Learning Design

Authors: Evangelinos, G. and Holley, D.

Conference: EDEN

Dates: 14-17 July 2014

Journal: EDEN

Publisher: European Distance and E-Learning Network (EDEN)

Abstract:

The purpose of this paper is to evaluate the student experience of an online technologyenhanced activity-based learning design that has been developed to facilitate the embedding of digital competences in the health education curriculum. Previous work has shown that digital literacy can be identified as the collection of digital competences and skills that can be measured (Evangelinos & Holley, 2014b); however the qualitative interpretation of the results was standing on a complex, highly individual profile for each participant (Evangelinos & Holley, 2014a). The conceptual model for curriculum development is founded on the premise that technology-enhanced, activity-based and collaborative learning (Goodyear, 2001) interventions should become an integral part of the curriculum design and delivery as there is wide consensus on the increasing trend of using digital technologies in all professional and employment sectors (Didero, Husing & Korte, 2009; The Economist, 2014) including health and education. Digital skills are the most transferable skills (Balcar et al., 2011) especially relevant to life-long and life-wide professional development (Figel’, 2007). Literature in general, widely supports that within education, the communication of knowledge has drastically changed because of the fast rates of development of digital technologies and the associated implications upon society (Hanna, 2011). Dig

https://eprints.bournemouth.ac.uk/36599/

http://hdl.handle.net/10540/577015

Source: Manual