Technology Enhanced Learning: Best Practices

Technology Enhanced Learning: Best Practices

Miltiadis D. Lytras (Effat University, Saudi Arabia), Dragan Gasevic (Athabasca University, Canada), Patricia Ordóñez de Pablos (Universidad de Oviedo, Spain) and Weihong Huang (Kingston University, UK)
Indexed In: SCOPUS
Release Date: April, 2008|Copyright: © 2008 |Pages: 404
ISBN13: 9781599046006|ISBN10: 1599046008|EISBN13: 9781599046020|DOI: 10.4018/978-1-59904-600-6


With the shift towards the knowledge society, the change of working conditions, and the high-speed evolution of information and communication technologies, peoples' knowledge and skills need continuous updating. Learning based on collaborative working, creativity, multidisciplinarity, adaptiveness, intercultural communication, and problem solving has taken on an important role in everyday life.

Technology Enhanced Learning: Best Practices goes beyond traditional discussion on technology enhanced learning to provide research and insights on increasing the efficiency of learning for individuals and groups, facilitating the transfer and sharing of knowledge in organizations, and understanding of the learning process by exploring links among human learning, cognition, and technologies. This book offers estimable, comprehensive research to researchers and practitioners in the field of technology enhanced learning in various disciplines, including education, sociology, information technology, workplace learning, entertainment, healthcare, tourism, and many others.

Reviews and Testimonials

"The learning process is becoming pervasive, both for individuals and organizations, in formal education, in the professional context and as part of leisure activities. Learning should be accessible to every citizen, independent of age, education, social status and tailored to his/her individual needs."

– Miltiadis D. Lytras, University of Patras, Greece

This reference on technology enhanced learning provides an overview of the emerging research agenda in the field, presents practical guidelines and describes several technologies. Internet activities, case studies, and links to useful Web sites are included.

– Book News Inc. (August 2008)

Table of Contents and List of Contributors

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The Technology Enhanced Learning: Best Practices is the fourth book in the Knowledge and Learning Society Book Series.

Three titles are already available in the bookstores:

  • Intelligent Learning Infrastructure for Knowledge Intensive organizations: A semantic web perspective
  • Open Source for Knowledge and Learning Management: Strategies beyond tools
  • Ubiquitous and Pervasive Knowledge and Learning Management: Semantics, social networking and new media to their full potential

    This book is complementary and is published together with the 5th book of the series entitled:

  • Knowledge Management Strategies: A Handbook of applied technologies (Editors: Miltiadis D. Lytras, Meir Russ, Ronald Maier and Ambjörn Naeve)

    For mid 2008, are also planned two more edited volumes which contribute further to our vision for the knowledge society.

  • Knowledge and Networks: A social networks perspective (Editors:Miltiadis D. Lytras, Robert Tennyson, Patricia Ordonez De Pablos,)
  • Semantic Web Engineering for the Knowledge Society (Editors: Jorge Cardoso, Miltiadis D. Lytras)

    Technology Enhanced Learning is the best term to describe the domain of Knowledge Society Technologies as applied in the Learning context.

    “Learning for anyone, at any time, at any place” is the motto. With the shift towards the knowledge society, the change of working conditions and the high-speed evolution of information and communication technologies, peoples' knowledge and skills need continuous updating. Learning, based on collaborative working, creativity, multidisciplinary, adaptiveness, intercultural communication and problem solving, has taken on an important role in everyday life. The learning process is becoming pervasive, both for individuals and organizations, in formal education, in the professional context and as part of leisure activities. Learning should be accessible to every citizen, independent of age, education, social status and tailored to his/her individual needs.

    To meet these social challenges is a leading issue of research on the use of technology to support learning (e.g. The 6th and 7th EU Framework Programme for Research and Technological Development (2002-2013)).

    In the context of Knowledge Society, the focus of research in this area has been set on applications of technologies for user-centered learning, building on the concept of human learning and on sound pedagogical principles with the key objectives to be:

  • To increase the efficiency of learning for individuals and groups
  • To facilitate transfer and sharing of knowledge in organizations
  • To contribute to a deeper understanding of the learning process by exploring links between human learning, cognition and technologies

    In this edited book we applied a clear editing strategy. We wanted and thanks to the excellent contributors we made it:

  • To go beyond the traditional discussion on Technology Enhanced Learning
  • To provide a reference book for the area with main emphasis to be paid on practical aspects.
  • To make learning oriented edition, in other words the proposed book can be seen as a textbook for everybody interested in TEL.

    The whole books is organized around the following pillars of the Technology Enhanced Learning Agenda:

    Technology Enhanced Learning: An emerging Episteme

  • The Technology Enhanced Learning domain: Philosophical Routes, Demonstration of Various Communities, Success Stories, Lessons Learned
  • Technology enhanced Learning key issues: Effective Strategies, Learning Models and Theories, Deploymenent of ICT’s in education, Policy issues of TEL, Integration Issues, Extensibility, Interoperability

    Technology Enhanced Learning: The Theories

  • Pedagogical theories and Models of TEL
  • Constructivist approaches to TEL
  • Collaborative/Context Aware/Personalized TEL approaches
  • Communities of Learners and TEL

    Technology Enhanced Learning: The Practices

  • TEL practices in Primary and Secondary Educations
  • Surveys of ICT’s adoption in K-12 education
  • Future of TEL

    Technology Enhanced Learning: the Applications in Domains

  • TEL tools / Emerging technologies and New generation TEL
  • Challenges for the future / Specification of Government Policies for the Promotion of TEL in education.
  • Roadmaps for the future

    We are very happy since during the preparation of this edited book we launched also the International Journal of Technology Enhanced Learning,

    IJTEL fosters multidisciplinary discussion and research on technology enhanced learning (TEL) approaches at the individual, organisational, national and global levels. Its key objective is to be the leading scholarly scientific journal for all those interested in, researching and contributing to the technology enhanced learning episteme. For this reason, IJTEL delivers research articles, position papers, surveys and case studies aiming:

  • To provide a holistic and multidisciplinary discussion on technology enhanced learning research issues
  • To promote the international collaboration and exchange of ideas and know how on technology enhanced learning
  • To investigate strategies on how technology enhanced learning can promote sustainable development

    Our wonderful journey in the research and vision for the Knowledge Society has one more stop. In September 2008 [and in each forthcoming September], we organize the Athens World Summit on the Knowledge Society [for more info drop a mail to].

    The Athens World Summit on the Knowledge Society aims at becoming the leading forum for the dissemination of latest research on the intersection of Information and Communications technology (ICT) and any area of human activity including production, economy, interaction and culture.

    Athens World Summit on the Knowledge Society brings together:

  • Academics
  • Business People, and Industry
  • Politicians and Policy Makers
  • Think Tanks
  • Government Officers

    The Underlying idea is to define, discuss and contribute to the overall agenda on how emerging technologies reshape the basic pillars of our societies towards a better world for all.

    This is why five general pillars provide the constitutional elements of the Summit:

  • Government in the Knowledge Society
  • Research and Sustainable Development in the Knowledge Society
  • Social and Humanistic Computing for the Knowledge Society
  • Information Technologies for the Knowledge Society
  • Education, Culture, Business, Tourism, Entertainment in the Knowledge Society.

    The Athens World Summit on Knowledge Society event series provide a distinct, unique forum for cross-disciplinary fertilization of research, favouring the dissemination of research that is relevant to international research agendas as the EU FP7.

    We do believe that this edition contributes to the literature. We invite you to be part of the exciting Technology Enhanced Learning Community and we are really looking forward for your comments, ideas and suggestions for next editions.

    Structure/Edititng strategy/Synopsis of the book

    When dealing with Technology Enhanced Learning it is really of no sense to trying be exhaustive. Not only because of the fast pace in technologies that support Technology Enhanced Learning but mostly due to the many different aspects of the domains. More over when you are trying to investigate the new insights of TEL, like social networks, semantic web, assessment, to Knowledge and Learning Management then the mission becomes even more complex.

    This is why from the beginning we knew that our book should be selective and focused. In simple words we decided to develop a book with characteristics that would help reader to follow several different journeys through the contents. We also decided to open the book to big audiences. While we could pursue through our excellent contacts and great network of collaborators a publication aiming to promote the discipline, we decided that it would be most significant (from a value adding perspective) to develop a reference book. And this is what we made with the support of great contributors: A reference book for Technology Enhanced Learning providing an excellent overview of the emerging research agenda and the state of the art. Having already the experience of the edition of four edited books and getting feedback from 100s of researchers from all over the world, we decided to keep the same presentation strategy. We tried and we think that we really made it to develop a book that has three characteristics:

  • It discusses the key issues of the relevant research agenda
  • It provides practical guidelines and presents several technologies and
  • It has a teaching orientation.

    The last characteristic is a novelty of our book. Several times editions seem like a compilation of chapters but without an orientation to the reader. This is why every edited chapter is accompanied by a number of additional resources that increase the impact for the reader.

    In each chapter we follow a common didactic-learning approach:

  • At the beginning of each chapter authors provide a section entitled Inside Chapter, which is an abstract like short synopsis of their chapter.

    At the end of each chapter there are some very interesting sections, where reader can spend many creative hours. More specifically the relevant sections are entitled:

  • Internet Session: In this section authors present one or more web sites, relevant to the discussed theme in each chapter. The short presentation of each internet session if followed by the description of an Interaction where the reader (student) is motivated to have a guided tour in the web site and to complete an assignment.
  • Case Study: For each chapter, contributors provide “realistic” descriptions for one case study, that reader must consider in order to provide strategic advice.
  • Useful links: They refer to web sites, with content capable of exploiting the knowledge communicated in each chapter. We decided to provide these links in every chapter, even though we know that several of them will be broken in the future, since their synergy with the contents of the chapter can support the final learning outcome.
  • Further Readings: These refer to high quality articles available both in web and electronic libraries. We have evaluated these resources as of significant value and for sure readers can find them significant.
  • Essays: Under this section a number of titles for assignments are given. In the best case essays could be Working Research Papers. The general rule is that we provide 3 to 6 titles for essays and in their abstract title readers can find an excellent context of questioning.

    Author(s)/Editor(s) Biography

    Miltiadis D. Lytras has co-edited/co-edits, 25 special issues in International Journals (e.g., IEEE Transaction on Knowledge and Data Engineering, IEEE Internet Computing, IEEE Transactions on Education, Computers in Human Behaviour, etc.) and has authored/[co-]edited 12 books (e.g., Open Source for Knowledge and Learning Management, Ubiquitous and Pervasive Knowledge Management, Intelligent Learning Infrastructures for Knowledge Intensive Organizations, and Semantic Based Information Systems). He is the founder and officer of the Semantic Web and Information Systems Special Interest Group in the association for information systems ( He serves as the (Co) Editor-in-Chief of 12 international journals (e.g., International Journal of Knowledge and Learning, International Journal of Technology Enhanced Learning, International Journal on Social and Humanistic Computing, International Journal on Semantic Web and Information Systems, International Journal on Digital Culture and Electronic Tourism, International Journal of Electronic Democracy, International Journal of Electronic Banking, and International Journal of Electronic Trade) while he is an associate editor or editorial board member of seven more.
    Dragan Gasevic is a Canada Research Chair in Semantic Technologies and an assistant professor in the School of Computing and Information Systems at Athabasca University. He is also an adjunct professor in the School of Interactive Arts and Technology at Simon Fraser University, Surrey. His research interests include semantic technologies, software language engineering, technology-enhanced learning, and service-oriented architectures. He is a recipient of Alberta Ingenuity’s 2008 New Faculty Award and has been a principle investigator of several large scale research projects in Canada and Europe. He has (co-)authored more than 200 research papers. He is the lead author of the book monograph entitled Model Driven Engineering and Ontology Development whose second edition is published by Springer in 2009. He has been serving on editorial boards of five international journals and has edited special issues in journals such as IET Software, IEEE Transactions on Software Engineering, and Elsevier’s Information Systems. Being organizer, chair, and member of program committees of many international conferences and workshops, he is currently serving on the steering committee of the International Conference on Software Language Engineering. Dragan’s home page is available at
    Patricia Ordóñez de Pablos is a professor in the Department of Business Administration and Accountability in the Faculty of Economics at The University of Oviedo (Spain). Her teaching and research interests focus on the areas of strategic management, knowledge management, intellectual capital, and China. She serves as an Associate Editor for the Behaviour and Information Technology journal. Additionally, she is Editor-in-Chief of the International Journal of Learning and Intellectual Capital (IJLIC) and the International Journal of Strategic Change Management (IJSCM). She is also Editor-in-Chief of IGI Global’s International Journal of Asian Business and Information Management (IJABIM), as well as editor for a number of IGI Global book publications and full book series.