ICT enriched learning environments at the University of Luxembourg

Information and Communication Technologies have predominantly entered the realm of universities to support administrations and teachers in their everyday professional activities, but did not necessarily contribute to fundamental paradigmatic changes. For instance, many lecturers, instead of handing out printed course material, put their lecture notes on a website. But such online course material is still course material produced by a teacher. This does not necessarily imply a shift in pedagogical approach. However, if ICT is to be a tool for students to become active and productive learners, a groundbreaking pedagogical change in favor of a more learner-centered approach becomes crucial. In the current paper we will show how the ambition to change teaching practices (from knowledge transmission/acquisition to collaborative knowledge construction) progressively led to ICT enriched learning environments at the University of Luxembourg. We will provide a thorough description of the educational technology tools currently implemented across the university. Furthermore, we will show how they are used by students and teachers of a specific bachelor program to become members of a learning community. Finally, an overview of current issues as well as future developments will be given.