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Technology-Enhanced Learning

The KLI Technology Enhanced Learning team is engaged in research into and about application of innovative aspects of technology enhanced learning (TEL) to teaching and learning in various higher education contexts.

As well as evaluating, promoting, developing, and supporting the use of educational technologies, the team researches the pedagogically sound use of technology in learning settings across the many fields and disciplines represented in the College. The team also helps to develop capacity for technology-enhanced learning across the College community by facilitating induction and e-learning support sessions and advising on underpinning pedagogy issues in new curriculum development.

All current activities and developments by the team are in line with the College Technology-Enhanced Learning Phase 1 and 2 Benchmarks (50kb, pdf).

Some of team’s research areas are listed below: 

Assessment and tutor feedback

OpenMentor Technology Transfer (OMtetra). Part of the Jisc Assessment and Feedback Programme: strand C

Digital competences and special inclusion

CareNet Project: "Building ICT competencies in the long-term care sector to enhance quality of life for older people and those at risk of exclusion"
CarerPlus Project - "Ageing well in the community and at home: developing digital competences of care workers to improve the quality of life of older people"

Digital identity (click + to expand)

A book edited by Dr Steven Warburton and Dr Stylianos Hatzipanagos, King’s College London. Published by IGI Global in December 2012.
Digital or online identity is a socio-technical construct that has evolved over the past 15 years (Turkle 1995, Jenkins 2006, boyd 2009). It has given rise to a wide terminological spectrum: from the concept of an identity made up of elements of personal information that authorise participation in identity transactions to ‘digital selves’ - purposefully instantiated extensions of our real persona that cohere around the use of social tools and services that include personal aggregators, social network services and personal Web-publishing through blogs.

Electronic information about the individual is derived from what we say about ourselves, shaped by commentary from others and extended through electronic exchanges with both human and computer based intelligent agents. The creation of a digital identity is seen as a means of empowerment - contributing to our sense of agency, and also as a critical component in enabling participation in a globalized knowledge society (Pena 2009). This timely book examines the impact of social media and distributed social spaces on our contemporary understandings of digital identity.
The Overall Objective of the Book
  • To assess the meaning and examine the impact of digital identities on our day-to-day activities from a range of contemporary technical and socio-cultural perspectives;
  • To deepen understanding about the diverse range of tools and practices that compose the spectrum of online identity services and uses;
  • To foster the exchange of information and good practice in online identity management techniques, with illustrations from key contexts such as education;
  • To raise the level of awareness of the challenges and opportunities that new social tools and new social media afford;
  • To explore visions and scenarios for the future development and deployment of online identities, for example in relation to lifelong learning or the workplace.
The target audience
Researchers, teaching practitioners, the wider educational community across all sectors, educational technologists and individuals who are interested in how social media and emerging technologies will impact on formal education and the social implications that surround the reformulation and fluidity of virtual communities. In addition, professionals and researchers working in the field of information and communication technologies and knowledge management in various disciplines (eg education, library science, sociology, information and communication sciences, computer science and information technology).
Book themes and topics
Topics include:
  • Conceptual frameworks and approaches to understanding digital identity;
  • The impact of new technologies, social software and social media, on conceptualisations of [digital] identity;
  • Authenticity and trust in identity based transactions;
  • Machine mediated identities;
  • Digital identity management - defending identity, reputation management and risk;
  • The digital self and blurring boundaries between public and private spaces;
  • Lifelong learning and the importance of digital identity for transitions from school to adult life and beyond;
  • Negotiating individual, group, community and network based digital identities;
  • Personalisation software and the impact on digital identities;
  • The economic, societal, ethical and political issues raised by the increased availability of personal information;
  • Digital literacies and accessibility in relation to digital identities;
  • Identity, trust and authenticity in social networks;
  • Relations between communities, networks, groups and individual identities;
  • Personalisation technologies and digital identity;
  • Cultural dynamics of online identity;
  • Social media and emerging identity practices;
  • Presence technologies, online visibility and digital identity.
Submission to chapters now closed!
This book is published by IGI Global (formerly Idea Group Inc), publisher of the Information Science Reference (formerly Idea Group Reference), Medical Information Science Reference, Business Science Reference, and Engineering Science Reference imprints. For additional information regarding the publisher, please visit IGI Global.


Editorial board

Phil Barker, Teeside Univeristy, UK
Paul Blackmore, King’s College London, UK
Lilia Efimova
Andy Powell, Eduserv, UK
Andrew Ravenscroft, London Metropolitan University, UK
George Roberts, Oxford Brookes University, UK
Steve Ryan, London School of Economics, UK
Steve Wheeler, Plymouth University, UK



Dr Steven Warburton
University of London International Programmes
Stewart House, 32 Russell Square, London, WC1B 5DN
Tel.: +44 (0)20 7862 8573
Dr Stylianos Hatzipanagos
King’s Learning Institute
King’s College London.
Franklin-Wilkins Building, Waterloo Road
London SE1 9NH
Tel.: +44 (0)20 7848 3716

Open Educational Resources (click + to expand)

SCORE projects

Dr Stylianos Hatzipanagos and Dr Gabriel Reedy in KLI are currently researching the use of Open Educational Resources as viable and legitimate teaching and learning tools in Higher Education. The open educational resources (OER) movement has gone from a small, grass-roots effort to a global mission supported by powerful educational, non-profit, and non-governmental organisations around the world (Wiley &Gurrell, 2009). As the number of available resources continues to increase, problems of developing high quality resources have been surpassed by others: how can the use of OERs be encouraged, and barriers to their use be slowly broken down, so that a truly sustainable cycle of use and production can be obtained (D’Antoni, 2007). These problems are especially acute in traditional university environments, where innvoative teaching practices and technology-enhanced learning are less common, and where OERs are very rarely a part of curricula in various disciplines and fields.

Among the many pressures on new university academics, many of whom have little or no previous teaching experience, is the expectation to provide innovative and engaging learning experiences in their respective fields and disciplines. In fact, in most cases, early career academics have a higher teaching expectation than do more seasoned academics. One strand of OER research seeks to explore in some depth the ways in which OERs can be used in traditional university settings for innovative teaching and learning in various fields and disciplines; it attempts to do so by engaging early-career lecturers in a design-based research project on the implementation of open educational resources in their practice.

Another strand of research into OERs seeks to answer questions about how e-assessment components and tools can be embedded and designed in OERs, and whether the OER movement can offer innovative approaches in designing and embedding e-assessment activities in online learning materials.The formative aspect of e-assessment tools and resources is currently relatively under-developed and under-researched in the context of Higher Education. This is also a prominent characteristic of OERs, where assessment is commonly absent yet desired by many users (McAndrew et al, 2009). This research seeks to evaluate existing OERs to establish approaches to e-assesment, and evaluate the quality of these e-assessment approaches. Further, it seeks to evaluate how they embed dialogue with the learner, whether feedback is included and how they allow ‘closing the loop’ (Sadler 1989). This research will produce recommendations on good practice in designing assesment in OER resources.

Together, these research strands contribute to the knowledge base of teaching practice with OERs. However, to further build on the outputs of best practice case studies, the projects hope to encourage and widen the potential base of OER adoption and use: traditional universities can start to become users of OERs, rather than solely producers. This helps realise the top priorities of the OER community, including raising awarenss, promotion, developing communities of users, and sustainability.(D’Antoni, 2007). Finally, these projects contribute to the ongoing development of a research community “around and about OER” (Atkins, et al., 2007, p. 19) to develop thinking about the broad possibilities of OER use in Higher Education.
These projects are funded by the Higher Education Academy through the Subject Centre for Open Resources in Education (SCORE).

Investigating the Use of Open Educational Resources among Early-Career University Lecturers

Centre for Distance Education Teaching and Research Award

Simulation in Medical Education (click + to expand)

Dr Gabriel Reedy is currently researching various aspects of the use of high-fidelity medical simulation and its use in clinical education. Building on the pioneering work of a simulated mannequin invented in the 1960s to teach CPR, the world of clinical simulation has grown and changed dramatically in the 21st century. More recently clinical simulation has built on experience from the Crisis Resource Management (or Crew Resource Management, CRM) movement, which has been highly successful in improving safety in the airline industry. From relatively small body parts that allow students to practice a specific task, to fully-functioning simulated patient mannequins that speak and respond to student treatment, the world of clinical simulation is diverse and fascinating.
One obvious benefit of clinical simulation is that students can practice their skills in a relatively low-risk, yet relatively high fidelity, environment. An optimum level of fidelity depends on the student, the setting, and the task; however generally research has found that the more life-like the experience, the more valuable the learning is for students.
Much recent research has focused on justifications for using the technologies in various curricular ways, and on attempting to show an effect on student practice from the introduction of simulation into the curriculum. Another strand of research has focused on the technology of clinical simulation, and another on the ways it is used to create a student learning experience. Research now emerging is focusing on the learning processes, the nature of learning that occurs with simulation, and the cultural interactions between various professionals at work in these settings. The breadth of research foci is appropriate and necessary, as all of these issues are of huge importance as clinical simulation begins to be used as a primary teaching and learning tool in medical education.
The research, which is conducted in collaboration with the Simulation and Interactive Learning (SaiL) centre at King’s Health Partners, seeks to answer questions about the use of simulation as a clinical teaching and learning tool. Current research explores how simulation can help improve patient safety in general practice settings, how undergraduate students benefit from the use of simulation in interprofessional learning settings, how simulation can be used by chronic disease patients to improve doctors’ understandings of the patient experience of those diseases, and how simulation can embody progressive pedagogies by being used as a learning tool by students rather than as a teaching tool by educators.

Social software (click + to expand)

'Handbook of Research on Social Software and Developing Community Ontologies' edited by Dr Stylianos Hatzipanagos and Dr Steven Warburton.

Social Software & Developing Community Ontologies - title cover

Published in 2009 by IGI Global

Available from:
The rise of social software and the proliferation of social networking tools represents a relatively recent cultural phenomenon. New and emerging behaviors have raised questions concerning the changing nature of identity, the meaning of community and the possibilities for increased participation and collaboration. The attitudes and behaviours of virtual communities and social groups goes beyond the distributed technological platforms being deployed and requires new understanding and conceptualisations of communities and their corresponding ontologies.
The Overall Objective of the Book
By examining the impact of new technologies, with a particular focus on education, this book explores how social software and developing community ontologies are challenging the way we operate in a connected, distributed and increasingly performative space. By engaging thinkers and researchers in this area to grapple with critical issues surrounding the intersection of community, social software and education (understood as a shared human activity), the book provides important new insights into where new social technologies and emergent behaviours are leading us.
Editorial Board
  • Philip Barker, University of Teesside
  • Frances Bell, University of Salford
  • Linda Creanor, Glasgow Caledonian University
  • Josie Fraser, Consultant
  • Janet McCracken, Simon Fraser University
  • Andrew Ravenscroft, London Metropolitan University
  • George Roberts, Oxford Brookes University
  • Steve Ryan, London School of Economics
  • Sue Thomas, De Montfort University
  • Martin Weller, The Open University
  • Steve Wheeler, University of Plymouth
  • Ursula Wingate, King’s College London
Dr. Stylianos Hatzipanagos
King’s Learning Institute
King’s College London.
Franklin-Wilkins Building, Waterloo Road
London SE1 9NH
Tel.: +44 (0)20 7848 3716

Dr. Steven Warburton
University of London International Programmes
Stewart House, 32 Russel Square, london, WC1B 5DN
Tel.: +44 (0)20 7862 8573
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