Pages: 8

This chapter introduces the need for an educational paradigm shift in higher education (HE). Although technology-enhanced learning (TEL) is considered an enabling factor, it is also considered as a cause of many changes in the learners and a possible incubator of inequity due to the consumerisation of information technology (IT). To address this change, flexible pedagogy and ubiquitous learning are proposed as having the potential of affecting a paradigm shift in HE. However, affecting change in HE starts with the design of the learning experience. This chapter addresses an issue central to the need for educational change, which is the way lecturers design learning experiences and how compatible it is with ubiquitous learning and flexible pedagogies, but through an agnostic approach to technology.

Pages: 21

This chapter provides an overview of the central concepts relevant to the need for change in higher education (HE) and the possible theoretical concepts that can instigate such change. Two new educational paradigms, flexible pedagogy and ubiquitous learning, are reviewed and critiqued. They are discussed against a background of institutional policies for technology-enhanced learning (TEL) integration. The first is the policy of prescribed technology provision, which is presented in contrast to the second policy of bring your own device (BYOD). Advantages and disadvantages of both policies are discussed and agnosticism is identified as a possible recommended approach to TEL. Finally, Device Neutral Assignment (DNA) is presented as a central practical approach to TEL that embodies the agnostic approach to TEL and is seen to be compatible with the new pedagogies of flexible and ubiquitous learning.

Pages: 12

In this chapter, the theoretical underpinnings of the framework are explained in terms of how three pedagogical concepts align to form the Flexible Ubiquitous Agnostic Design (FUAD) principles. Each of the FUAD principles is based on Device Neutral Assignment (DNA) strategies and justified and explained using the six pedagogical ideas of flexible learning and the seven moves to ubiquitous learning. The framework is further expanded based on the results of the evaluations undertaken for this study. The result is a framework of seven principles useful for designing and evaluating technology-enhanced learning (TEL) experiences.

Pages: 7

This chapter describes the pragmatic approach adopted for the design of the evaluations. First, theory-driven evaluation is discussed showing how Flexible Ubiquitous Agnostic Design (FUAD) framework was used as the “theory” that drives the evaluation. Attention was also given to measures for increasing the usability of the evaluations. Hence, stakeholders (lecturers) have been invited to participate in the discussion of the learning experiences under evaluation and their input was taken into consideration to inform the FUAD framework. The evaluations involved 16 learning experiences, each evaluated through the relevant documents and through a semi-structured interview with the lecturer who designed it. The data from the interviews and from the documents were analysed using a hybrid approach of inductive and deductive thematic analysis.

Pages: 64

This chapter presents an analytical discussion of the evaluations. Each learning experience was presented as an example of one of the Flexible Ubiquitous Agnostic Design (FUAD) principles, along with an evaluation and discussion of the remaining principles. Each evaluation is described first, then the presence or absence of each of the FUAD principles is assessed. This is followed by a discussion of enablers and inhibitors, and possible suggestions that could enhance the assignment. In some cases, the suggestions were implemented and feedback was given to show the effect of the implementation.

Pages: 10

This chapter presents a bird's-eye view of all evaluations to enable a discussion of individual Flexible Ubiquitous Agnostic Design (FUAD) principles. Connections are made between enablers, inhibitors, and principles, as well as how context plays a role in determining the design of the learning experience. Of equal importance is the role of students' culture and previous educational norms in how lecturers design learning experiences. Four main themes have been identified by lecturers as possible inhibitors of the learning design. These are: procedural tasks, external examiner requirements, student numbers, and time restriction. All on all, designing learning experiences through the lens of FUAD is a process that needs to adapt to the educational context of the learning experience.