{"id":3915,"date":"2016-04-05T09:20:47","date_gmt":"2016-04-05T08:20:47","guid":{"rendered":"http:\/\/blogs.sussex.ac.uk\/tel\/?p=3915"},"modified":"2016-04-26T09:59:26","modified_gmt":"2016-04-26T08:59:26","slug":"digital-learning-activities","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2016\/04\/05\/digital-learning-activities\/","title":{"rendered":"Designing digital learning activities and interactions"},"content":{"rendered":"
\"Learn

flickr photo by opensourceway <\/a>shared under a Creative Commons (BY-SA) license<\/p><\/div>\n

In the face of the myriad of technologies available to support teaching and learning, considered approaches to the planning of activities and integration of technology into curricula have never been more important.<\/p>\n

Universities across the sector have invested in specialist learning technology provision to aid this process while initiatives such as the Jisc Building Digital Capability<\/a> project have provided individuals and institutions with the means of evaluating digital skills, informing training provision and shaping the development of professional practice.<\/p>\n

When transitioning to the digital environment and seeking to embed technology in teaching it\u2019s crucial to reflect on your pedagogical goals before progressing to think about the practical implementation of technology in your practice.\u00a0What is it that you want students to do\/learn using technology? \u00a0What level of engagement are you looking to achieve?\u00a0<\/p>\n

Learning Design<\/h3>\n

A number of learning design methodologies and frameworks exist that explicitly consider the role of technology in teaching and learning activities.\u00a0 In a complex and fast-changing educational landscape these educational frameworks can represent useful pedagogical tools to support the evaluation and evolution of practice.<\/p>\n

Two examples of such methodologies are:<\/p>\n