Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching

Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching

Anders D. Olofsson (Umeå University, Sweden) and J. Ola Lindberg (Mid Sweden University, Sweden)
Release Date: August, 2011|Copyright: © 2012 |Pages: 548
DOI: 10.4018/978-1-61350-080-4
ISBN13: 9781613500804|ISBN10: 1613500807|EISBN13: 9781613500811
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Description & Coverage

During the last decade, the Internet has driven some of the most significant changes in higher education. Since information and communication technologies (ICTs) impact how we educate, teach, and learn, researchers, teachers, and other stakeholders in higher education must be prepared to meet students with uses of educational technology that are designed with reflection and research.

Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching presents recent and important theoretical and practical advances in educational technology design in higher education, examining their possibilities for enhancing teaching and learning. This volume includes discussions of technologies and applications grounded in legitimate learning theories and from an ethical perspective that emphasizes mutual understanding.


The many academic areas covered in this publication include, but are not limited to:

  • 3D Virtual Worlds in Higher Education
  • Activity-Driven Design Method for Online Learning
  • Computer-Assisted Healthcare Simulations
  • Concepts in Curriculum and Educational Technology Design
  • Ecological Approach to Instructional Design
  • High Performance Learning Spaces
  • Informed Design of Education Activities
  • Instructional Design for Technology-Based Systems
  • Instructional Simulation
  • Learning Ecosystems for Mobile Social Media
Reviews and Testimonials

"Higher education is not the same as 30 years ago, partly due to technologies, partly to other factors. This book contributes to our understanding of our technologies have influenced the complex ecosystems of higher education institutions. [...] The lessons learned, collected in this book, will inform the design of technologies that penetrate educational ecosystems."

– Professor Pierre Dillenbourg, Ph.D., Swiss Federal Institute of Technology in Lausanne (EPFL), Switzerland

This works brings together 24 chapters authored by 56 international scholars and practitioners on the current state and future of informed decision-making regarding the use of educational technologies in higher education. [...] "Whether one wants to read a single chapter, a section, or the entire book, the materials are engaging and will provide ideas to consider for any classroom, teaching style, and subject matter."

– Sara Marcus, American Reference Book Annual, 43rd Volume, 2012
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Editor/Author Biographies
Anders D. Olofsson is an Associate Professor, PhD, working at the Department of Education, Umeå University, Sweden. From a philosophical hermeneutical approach his research is aimed at understanding the meaning of social processes of teaching, learning and ethics in higher education contexts being embraced by educational technology. Over the years Dr. Olofsson has developed a deep research interest in the field of informed design of educational technology practices. He is the scientific leader for a research group titled LICT (Learning & ICT). In addition he is a teacher and researcher involved in several development- and research projects focused on educational technology in medical education. He has contributed with numerous book-chapters, journal articles and papers to conference proceedings on these specific topics. For example has Dr. Olofsson, together with Dr. J. Ola Lindberg, co-edited the book Online Learning Communities and Teacher Professional Development: Methods for Improved Educational Delivery.A list of publications may be found at
J. Ola Lindberg earned his PhD in Education at Umeå University (Sweden). Dr. Lindberg is a senior lecturer and his main research interest lies in TPD and distance education supported by ICT. His research conducted departs from a philosophical hermeneutical approach with an overall aim at understanding social and ethical processes of teaching and fostering. In TPD and distance education his focus is on how the participants negotiate meaning in OLCs. He has contributed with book-chapters, conference-papers and journal articles on this specific topic. He is member of the international network ‘The Research Network on Online Learning Communities’. A list of publications may be found at
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Editorial Review Board
  • Anders D. Olofsson, Umeå University, Sweden
  • Ola Lindberg, Mid Sweden University, Sweden
  • Gregory Anderson, University of the Fraser Valley, Canada
  • Marcie Boucouvalas, Virginia Tech Graduate Center, USA
  • Erik Borglund, Mid Sweden University, Sweden
  • Henk Eijkman, University of New South Wales at the Australian Defence Force Academy, Australia
  • Stefan Hrastinski, KTH Royal Institute of Technology, Sweden
  • Jianli Jiao, South China Normal University, China
  • Monica Liljeström, Umeå University, Sweden
  • Simon Lindgren, Umeå University, Sweden
  • Gorg Mallia, University of Malta, Malta
  • Guy Merchant, Sheffield Hallam University, UK
  • Urban Nuldén, IT University, Gothenburg University, Sweden
  • C.-J. Orre, Umeå University, Sweden
  • Hans Rystedt, Gothenburg University, Sweden
  • Tor Söderström, Umeå University, Sweden