{"id":2652,"date":"2015-07-07T10:00:57","date_gmt":"2015-07-07T09:00:57","guid":{"rendered":"http:\/\/blogs.sussex.ac.uk\/tel\/?p=2652"},"modified":"2016-06-10T16:54:01","modified_gmt":"2016-06-10T15:54:01","slug":"the-value-of-lurking-for-learning-in-he","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/","title":{"rendered":"The benefits of lurking in higher education"},"content":{"rendered":"<div id=\"attachment_2653\" style=\"width: 270px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2.jpg\"><img aria-describedby=\"caption-attachment-2653\" loading=\"lazy\" class=\"wp-image-2653\" src=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2-200x300.jpg\" alt=\"Student -2\" width=\"260\" height=\"390\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2-200x300.jpg 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2-100x150.jpg 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2-150x225.jpg 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2-300x450.jpg 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2.jpg 427w\" sizes=\"(max-width: 260px) 100vw, 260px\" \/><\/a><p id=\"caption-attachment-2653\" class=\"wp-caption-text\">flickr photo <a href=\"http:\/\/flickr.com\/photos\/83633410@N07\/7658122742\" target=\"_blank\">by CollegeDegrees360 <\/a>shared under a Creative Commons (BY-SA) license<\/p><\/div>\n<p>Inspired by the journal article <a href=\"http:\/\/infonomics-society.org\/IJCDSE\/Online%20Discussion%20Forums%20in%20Higher%20Education_Is%20%E2%80%98Lurking%E2%80%99%20Working.pdf\">Online Discussion Forums in Higher Education: Is &#8216;Lurking&#8217; Working<\/a>?, <i>International Journal for Cross-Disciplinary Subjects in Education Mazuro and Rao (2011)<\/i>, we take a look at the benefits of lurking in online learning spaces in HE.<\/p>\n<p>Lurking to some may have negative overtones, but why is this? A lurker is defined by the <a href=\"http:\/\/dictionary.cambridge.org\/dictionary\/british\/lurker\">Cambridge Dictionary<\/a> simply as \u2018someone who reads the messages in a chat room without taking part.\u2019<\/p>\n<p>Whilst this definition indicates a level of passivity in terms of overt engagement, it does not mean that learning cannot, or is not, occurring.<!--more--><\/p>\n<h3>Elegant lurking<\/h3>\n<p>Many students benefit from lurking or &#8216;<a href=\"http:\/\/daveowhite.com\/elegant-lurking\/\">elegant lurking<\/a>&#8216;, a more positive term to describe the lurking learner coined by <a href=\"http:\/\/daveowhite.com\/elegant-lurking\/\">David White<\/a>, Head of Technology Enhanced Learning at the University of Arts in London, who believes that, &#8216;one effective way to learn is to use Social Media un-sociably.&#8217;<\/p>\n<blockquote><p><i>I\u2019d like to propose the more positive notion of Elegant Lurking. This involves learners following key people in their disciplines (fellow students, \u2018thought leaders\u2019 practitioners, academics etc.) within Social Media to tune into the discourses within the subject. <\/i>David White<\/p><\/blockquote>\n<h3>Are you a lurker?<\/h3>\n<p>A large proportion of users in online communities are lurkers &#8211; 90%, according to <a href=\"http:\/\/www.nngroup.com\/articles\/participation-inequality\/\">figures by the Neilson Norman Group.<\/a>\u00a0You could be classed as a lurker too, if you do any of the following:<\/p>\n<ul>\n<li>read a forum without posting a comment<\/li>\n<li>catch up with friends\u2019 feeds on Facebook without \u2018liking\u2019, commenting, or adding your own updates<\/li>\n<li>find an answer to a question without leaving a thank you to the forum user who originally left an answer<\/li>\n<\/ul>\n<h3>Forum lurking<\/h3>\n<p>Students may not all be active in asking questions on forums. However, that\u2019s not to say that for every question posted, 30 students haven\u2019t benefited from reading the answer. You can use a forum in a virtual learning environment (e.g. Study Direct at Sussex) to reduce your inbox for questions that are asked frequently and don\u2019t require a unique response.<\/p>\n<p>Lurker learning may be invisible to you, but students frequently visit a forum with a question in mind and have it answered without leaving any indication. And thank goodness! Imagine an endless stream of \u2018thank yous\u2019 and \u2018OKs\u2019 every time somebody read something they found useful.<\/p>\n<p>In Mazuro and Rao\u2019s (2011) study of students discussion forum use, 18% of the 1188 students were found to be \u2018lurkers\u2019 as opposed to \u2018posters\u2019 (actively contributing to forums). The 214 students who lurked in a forum rather than participated reported doing so due to \u2018a lack of academic confidence\u2019 and those who did lurk learned from the activity.<\/p>\n<p>The main reasons given by students for lurking rather than posting were:<\/p>\n<ul>\n<li>\u00a0they got enough by reading the discussion forum<\/li>\n<li>\u00a0they were still learning about the group<\/li>\n<li>\u00a0some felt shy about posting a comment<\/li>\n<\/ul>\n<p>Lurkers were seen to evolve into contributors too. After a short period of assessing a forum, students gained in confidence and start posting their own comments:<\/p>\n<blockquote><p><i>They may indeed \u2018lurk\u2019 for a time, and then eventually decide to participate if the forum appears \u2018safe\u2019 and they are less likely to \u2018get things wrong\u2019. Mazuro and Rao (2011) pp 366<\/i><\/p><\/blockquote>\n<p>Michael F. Beaudoin in\u00a0&#8216;<a href=\"http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download?doi=10.1.1.505.5696&amp;rep=rep1&amp;type=pdf\" target=\"_blank\">Learning Or Lurking? Tracking The \u2018\u2018Invisible\u2019\u2019 Online Student<\/a>&#8216; (2002) also found evidence of student learning in the surveying of online forum students. He uses an iceberg as an analagy to describe the learning:<\/p>\n<blockquote><p>It could be suggested that the image of an iceberg serves as a useful analogy here, in that most of its mass is hidden beneath the surface, just as is the case with invisible students\u2019 learning.<\/p><\/blockquote>\n<p>So, if your Study Direct forum is looking a little sparse at times, don\u2019t feel disheartened. It may well be that everything a student needs is there.<\/p>\n<div id=\"attachment_2699\" style=\"width: 240px\" class=\"wp-caption alignright\"><a href=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker.jpg\"><img aria-describedby=\"caption-attachment-2699\" loading=\"lazy\" class=\"wp-image-2699\" src=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-300x300.jpg\" alt=\"chief lurker\" width=\"230\" height=\"230\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-300x300.jpg 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-150x150.jpg 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-100x100.jpg 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-200x200.jpg 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-450x450.jpg 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-600x600.jpg 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker.jpg 640w\" sizes=\"(max-width: 230px) 100vw, 230px\" \/><\/a><p id=\"caption-attachment-2699\" class=\"wp-caption-text\">Guardian live chat Friday. <a href=\"http:\/\/www.theguardian.com\/higher-education-network\/2015\/jul\/06\/should-universities-collect-personal-data-to-monitor-their-students-live-chat\" target=\"_blank\">Student learning: to monitor or not to monitor?<\/a> flickr photo <a href=\"http:\/\/flickr.com\/photos\/paurian\/3550755709\" target=\"_blank\">by paurian<\/a> shared under a Creative Commons (BY) license<\/p><\/div>\n<p>If you would like to check, you can use the usage statistics in the Study Direct (<em>dashboard&gt;tools&gt;user reports<\/em>) to see how regularly your forum is accessed. And there\u2019s the rub, if you do, you&#8217;ll be chief lurker &#8211; lurking on the lurkers, perhaps.<\/p>\n<p>What do you think about monitoring students&#8217; learning? Take part in the <a href=\"http:\/\/www.theguardian.com\/higher-education-network\/2015\/jul\/06\/should-universities-collect-personal-data-to-monitor-their-students-live-chat\" target=\"_blank\">Guardian&#8217;s live chat<\/a>\u00a0on Friday, 10th July from 12pm &#8211; 2pm.<\/p>\n<h3>Forum tips<\/h3>\n<p>If you would like tips on\u00a0encouraging engagement within forums, see the <a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/teaching-resources\/teaching-tips\/developing-assignments\/blended-learning\/online-discussions-tips-instructors\" target=\"_blank\">University of Waterloo&#8217;s tips for online discussions<\/a>\u00a0&#8211; an excellent resource which highlights the benefits of students engagement in forums, as well as provides a number of ways you can build\u00a0forum activities into your course.<\/p>\n<p>If you would like help in <a href=\"https:\/\/studydirect.sussex.ac.uk\/course\/view.php?name=help&amp;searchstring=forum\">setting up a forum in Study Direct<\/a> or to discuss any other technologies that might be used support collaborative learning, please get in touch with your school <a href=\"http:\/\/www.sussex.ac.uk\/tel\/ourservice\">Learning Technologist<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h3>Resources<\/h3>\n<p>Cath Mazuro, Namrata Rao (2011) <a href=\"http:\/\/infonomics-society.org\/IJCDSE\/Online%20Discussion%20Forums%20in%20Higher%20Education_Is%20%E2%80%98Lurking%E2%80%99%20Working.pdf\" target=\"_blank\">Online Discussion Forums in Higher Education: Is \u2018Lurking\u2019 Working?<\/a>, <em>International Journal for Cross-Disciplinary Subjects in Education (IJCDSE)<\/em>, Volume 2, Issue 2, June 2011 edn., : Infonomics Society.<\/p>\n<p><span id=\"js-reference-string-0\" class=\"selectable\">Michael F. Beaudoin (2002) <a href=\"http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download?doi=10.1.1.505.5696&amp;rep=rep1&amp;type=pdf\" target=\"_blank\">Learning Or Lurking? Tracking The \u2018\u2018Invisible\u2019\u2019 Online Student.<\/a>\u00a0<i>Internet and Higher Education<\/i> 5 (2002): 147 \u2013 155. Print.<\/span><\/p>\n<p><a href=\"http:\/\/www.nngroup.com\/articles\/participation-inequality\" target=\"_blank\">The 90-9-1 Rule for Participation Inequality in Social Media and Online Communities<\/a>.<\/p>\n<p><a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/teaching-resources\/teaching-tips\/developing-assignments\/blended-learning\/online-discussions-tips-instructors\" target=\"_blank\">University of Waterloo: online discussion tips for instructors<\/a>.<\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-2652\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-2652\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-2652\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Inspired by the journal article Online Discussion Forums in Higher Education: Is &#8216;Lurking&#8217; Working?, International Journal for Cross-Disciplinary Subjects in Education Mazuro and Rao (2011), we take a look at the benefits of lurking in online learning spaces in HE.<span class=\"ellipsis\">&hellip;<\/span><\/p>\n<div class=\"read-more\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/\">Read more &#8250;<\/a><\/div>\n<p><!-- end of .read-more --><\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-2652\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-2652\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-2652\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"author":93,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false},"categories":[4884,4843],"tags":[4957,25,4956],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_shortlink":"https:\/\/wp.me\/p4IWEK-GM","jetpack_sharing_enabled":true,"jetpack_likes_enabled":false,"jetpack-related-posts":[{"id":4038,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2016\/05\/10\/using-forums-effectively-ways-improve-engagement\/","url_meta":{"origin":2652,"position":0},"title":"Using forums effectively - ways to improve engagement","date":"10th May 2016","format":false,"excerpt":"In a Virtual Learning Environment such as Study Direct (Moodle), forums can be a great way to share course information, build community and allow students to easily share resources and ideas. Last year our post The benefits of lurking in higher education explored the ways in which learners engage with\u2026","rel":"","context":"In &quot;Study Direct&quot;","img":{"alt_text":"Forums for learning","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2016\/05\/forum.png?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":8989,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/01\/25\/how-to-encourage-student-engagement-using-canvas-discussion-forums\/","url_meta":{"origin":2652,"position":1},"title":"How to encourage student engagement using Canvas discussion forums","date":"25th January 2022","format":false,"excerpt":"Online discussion forums can be a useful tool for asynchronous communication amongst teachers and students. The functionality allows for both focused (singular posts for short-lived interactions) and threaded discussions (multiple posts\/comments for in-depth conversation). Discussions are integrated within Canvas, and they can be used as an assignment as they are\u2026","rel":"","context":"In &quot;Canvas&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2022\/01\/unnamed.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9893,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/03\/14\/academic-developers-march-round-up\/","url_meta":{"origin":2652,"position":2},"title":"Academic Developers: March round up","date":"14th March 2024","format":false,"excerpt":"Education Festival 2024: Call for Participation Following the success of last year\u2019s inaugural Education Festival, we\u2019re excited to announce a Call for Participation for the Sussex Education Festival 2024. Hosted over two days (10th July in person and 11th July online), the festival will provide a space for colleagues from\u2026","rel":"","context":"In &quot;Academic Development&quot;","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2024\/03\/Round-up-October.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9180,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/27\/tel-events-round-up\/","url_meta":{"origin":2652,"position":3},"title":"TEL Events round-up","date":"27th May 2022","format":false,"excerpt":"April and May saw the return of in person events for Technology Enhanced Learning. The three events below highlight just how diverse the work of TEL is, from Online Distance Learning, to Playful Pedagogies, via Digital Personas, there was something for everyone. Don\u2019t forget to keep an eye on our\u2026","rel":"","context":"In &quot;Events&quot;","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2022\/05\/IMG_4832.jpeg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":7722,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/04\/16\/tips-to-flip\/","url_meta":{"origin":2652,"position":4},"title":"Tips to Flip","date":"16th April 2019","format":false,"excerpt":"The Flipped Classroom Model has been around Higher Education for a number of years. It has many loyal followers but has not yet been widely adopted at the University of Sussex. In this post we\u2019ll look at what Flipped Learning is and why it has garnered such interest from the\u2026","rel":"","context":"In &quot;Active learning&quot;","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2019\/04\/action-jumping-lifestyle-2087015-1024x1024-1.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":1936,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/02\/03\/book-now-for-the-new-sussex-tel-seminar-series\/","url_meta":{"origin":2652,"position":5},"title":"Reshaping teaching with technology","date":"3rd February 2015","format":false,"excerpt":"February sees the launch of the new Technology Enhanced Learning seminar series focused around the theme of \u2018Reshaping teaching with technology\u2019. What is the TEL Seminar Series? A programme of engaging and interactive talks from three of the UK\u2019s leading thinkers in the field of educational technology. Speakers will share\u2026","rel":"","context":"In &quot;Technology Enhanced Learning&quot;","img":{"alt_text":"Banner","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2015\/02\/Banner.png?resize=350%2C200","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/2652"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/users\/93"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=2652"}],"version-history":[{"count":73,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/2652\/revisions"}],"predecessor-version":[{"id":2879,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/2652\/revisions\/2879"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=2652"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=2652"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=2652"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}