Learning technologies to support teaching
Photo credit: XR Expo on Unsplash
Use this framework to design varied, engaging activities that foster deeper understanding and skills development, balancing information intake, critical thinking, interaction, and creativity.
Each technology has unique strengths (‘affordances’) suited to different learning types. Select the tools that best support your intended learning activities for a more effective and engaging learning experience.
- UoA Learning Technologies Wheel, which visualises the relationship between tools and learning types.
- Interactive grid, categorising learning technologies by learning type. Each tool links to detailed information about its use and benefits.
Explore these resources to see how different technologies can be best integrated into your course design and teaching practice.
Understanding the six learning types
Diana Laurillard’s framework of six learning types provides a foundation for designing effective learning experiences. Each type represents a different way students engage with content and develop skills:
- acquisition – to receive information
- inquiry (investigation) – to promote exploration and questioning
- discussion – to encourage the exchange of ideas
- practice – to allow students to refine skills in practical work
- collaboration – to focus on teamwork
- production – to create new outputs
When selecting a learning technology, always ask, as Laurillard suggests, “What kind of activity is this technology enabling students to do?” This ensures that the tool supports your intended learning outcomes and aligns with the students’ needs.1
Download the poster (PDF 750KB)Acquiring these tools
Many of these tools are available online (no installation is required). Others are installed through the Software Centre for PC or Apple Mac Self-Service. The Staff Intranet also has information about University licensed software.
If you require specialist software in your labs, FlexIT enables off-campus access to software that would otherwise only be available on campus. Request access to FlexIT and check the available software list. If something is missing from the list, please inquire through the IT Portal.
Tools that are not listed here?
The University does not prevent you from using unsupported technologies, but please be cognisant of the risks of self-support, while maintaining a safe learning environment for students.
How our learning technologies align with the six learning types
Acquisition
Comprises listening to a lecture or podcast, reading from books or websites, and watching demonstrations or videos.
Conventional technology
Reading books, papers; listening to teacher presentations face-to-face, lectures; watching demonstrations.
Digital technology
Reading multimedia, websites, digital documents and resources; listening to podcasts; watching animations, videos.
Collaboration
Comprises mainly discussion, practise, and production. Building on investigations and acquisition, learners take part in the process of knowledge building.
Conventional technology
Small group project discussing others’ outputs and building a joint output.
Digital technology
Small group project using online forums, wikis, chat rooms, etc. for discussing others’ outputs and building a joint digital artefact.
Discussion
Learners articulate their ideas and questions, challenge and respond to the ideas and questions from their teacher and peers.
Conventional technology
Tutorials, seminars, email discussions, discussion groups, online discussion forums, class discussions, blog comments.
Digital technology
Online tutorials, seminars, email discussions, discussion groups, discussion forums, web conferencing tools, synchronous and asynchronous.
Inquiry
Learners explore, compare and critique texts, documents and resources that reflect the concepts and ideas being taught.
Conventional technology
Using text-based study guides; analysing the ideas and information in a range of materials and sources; Using conventional methods to collect and analyse data; comparing texts, searching and evaluating information and ideas.
Digital technology
Using online advice and guidance; analysing the ideas and information in a range of digital resources; using digital tools to collect and analyse data; comparing digital texts, using digital tools for searching and evaluating information and ideas.
Practise
Learners adapt their actions to the task, and use feedback to improve. Feedback may come from self-reflection, their peers, the teacher, or the activity itself.
Conventional technology
Practising exercises; doing practise-based projects, labs, field trips, face-to-face role play activities.
Digital technology
Using models, simulations, microworlds, virtual labs and field trips; online role play activities.
Production
Learners consolidate what they have learned by articulating their current conceptual understanding and how they used it in practice.
Conventional technology
Producing articulations using statements, essays, reports, accounts, designs, performances, artefacts, animations, models, videos.
Digital technology
Producing and storing digital documents, representations of designs, performances, artefacts, animations, models, resources, slideshows, photos, videos, blogs, e-portfolios.
Canvas
University of Auckland self-help guides for Canvas course design and delivery.
Ed Discussion
Ed Discussion is an online discussion platform designed to boost student engagement and foster meaningful interactions within Canvas.
ETV video library
ETV is a catalogue of audio visual material for education.
The collection comprises programmes recorded from broadcast television and videos from the internet.
FeedbackFruits peer collaboration
A suite of tools designed to enhance group work, feedback and reflection activities, and peer review assessment.
Google Workspace
Google Workspace comprises Gmail, Google Drive, Docs, Sheets, etc. It provides a platform for collaborating on group projects.
H5P interactive content
H5P enables teachers to create visually rich, interactive content to support learning and assessment.
H5P content integrates with Canvas.
Inspera
Inspera Online Assessments is the University’s platform for delivering online examinations.
Library resources
The Library resources app (or LibGuides) has been integrated with Canvas. It allows you to embed Library subject guides within your course.
Lucid for Education
Lucid for Education is a suite of collaborative tools integrated into Canvas, designed to enhance brainstorming, discussions, and visual learning through interactive whiteboards and diagramming.
Microsoft 365
Microsoft’s Office suite (Word, Excel, PowerPoint, Outlook etc.) encompasses tools for collaboration and workspaces for shared projects.
Microsoft Copilot
Microsoft Copilot utilises generative AI technology to interpret and respond to questions in a natural, conversational manner.
Microsoft Teams
Microsoft Teams allows you to collaborate, share files, chat and call. It has become the go-to tool for staff to connect with colleagues, and for students to collaborate on projects.
Panopto video
Panopto enables staff and students to create and share videos. Auto-generated captioning makes videos accessible to all students.
Peerwise collaborative quizzes
PeerWise allows students to practise MCQ quizzes in their subject area. They can also apply their knowledge through creating questions for others.
Perusall collaborative reading
Perusall is a social reading platform where students annotate texts or other media, post comments and ask questions.
Piazza discussions
Piazza is an alternative to Canvas Discussions and provides features to manage discussions at scale.
Polling tools
In-class polling tools provide a means for feedback, enabling students to direct the learning.
Qualtrics surveys
Qualtrics is a web-based survey tool for developing research questionnaires or gathering student feedback.
Talis reading lists
Talis provides a platform for students to easily access course readings from their Canvas course.
Turnitin plagiarism detection
Turnitin compares a student’s written work existing online content, including the work of other students.
UDOIT accessibility assistant for Canvas
UDOIT scans your Canvas courses, identifies issues, and provides guidance to improve accessibility.
Zoom video conferencing
Zoom can be used for online meetings, virtual office hours, pre-recorded presentations and lecture streaming.
Faculty, LLS or self-supported tools
Tools that are not centrally supported by the University may be supported within your faculty or Libraries and Learning Services.
Practical tips
Mix it up
Aim to incorporate a variety of learning types in your course design to ensure a balanced and engaging learning experience. For example, while Acquisition is essential, it should not dominate the learning process. Remember that even though multimedia might be an engaging way to learn (think of listening to podcasts), it often only enables acquisition of information for your students.
Explore multi-functionality
Remember that each tool often supports more than one learning activity and type. For example, a discussion forum on Piazza can facilitate both Discussion and Collaboration, while H5P interactive content – both Acquisition and Practise.
Combine tools
Tools can often be used in combination. For example, use Microsoft Teams for live sessions and FeedbackFruits for peer collaboration to enhance both Discussion and Collaboration.
Consider affordances
Each tool has its own strengths and limitations. Consider them when choosing the right technology for your activities.
Additional resources
Learn more about the ABC Learning Design method that is based on Laurillard’s framework.
We hope this page helps you design engaging and effective learning experiences. If you have any questions or need further support, please reach out to Ranga Auaha Ako, Learning and Teaching Design Team through the TeachWell Consult portal.
See also
Generative AI
What does the use of Gen-AI mean for us in learning and teaching?
Accessing technologies through VPN
Where off campus locations and/or specific country firewalls prevent access to the University network.
Page updated 10/11/2024 (added Lucid for Education)
- Laurillard, Diana. Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge, 2013. ↩