Understanding how to move with the times and build curricula that use mobile technologies has been an emerging challenge for educators worldwide. How learners change: critical moments, changing minds, Judy Hardy and Amanda Jefferies 9. To this end, a survey of the most relevant computer-based teaching-learning systems since 1960 along with developments in the learning and the instruction domains are presented. This paper explores some of the factors currently limiting the development of effective learning environments and considers relevant questions and possible solutions. The case study showed that the majority of students did not engage with institutional virtual spaces and large numbers of students used alternatives such as Facebook to support their learning. This book inspires teachers, tutors, trainers and academics to successfully meet the changing expectations of learners by nurturing professional digital strategies.
This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2. A school specializing in education and teacher education established strategic performance areas related to digital resources for the fulfillment of its mission, which included some functions of the academic library. Rethinking learning for a digital age: how learners are shaping their experiences Authors: Download Book Review AuthorsRhona Sharpe, Helen Beetham and Sara de Freitas There are voices in my head - learner voices. They should therefore have the ability to identify the value of advances in technology to meet an unmet organisational or societal need. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives.
Failure to recognise distress from isolation, lack of technical skill, or breakdowns in technology or communication creates the potential for student dissatisfaction with distance and online education. During one academic year, our research team accompanied youth in an inquiry into learning practices in and outside school. This chapter concludes with the lessons learned from this action research approach taken by the author as the student reactions to this type of approach were overwhelmingly positive. Paralelamente ao modelo formal de ensino presencial, surgem práticas de ensino online e observa-se o aumento da oferta de disciplinas nessa modalidade, a evolução crescente do uso de tecnologias digitais nas instituições de ensino superior e a produção de conteúdos e recursos educativos digitais distribuídos em plataformas abertas Anderson, 2004; Assmann, 2005; Reilly, 2009. Drawing on findings from a PhD study, this article explores complexities of our higher education environment, coupled with the explosion of digital technologies and, at the centre, the students and their well-being. An interesting consequence of the richness and authenticity of the Second Life scenarios is the large amount of detail provided, much more than is usual in paper-based face-to face problem-based learning sessions. The novelty of this proposal was to invite these young people to act as researchers by carrying out their own ethnographic cases.
The study consists in an interview project, carried out in a large Italian university and constituted by semi-structured interviews to 14 senior, young and doctoral researchers, working in Humanities, Social Sciences, Medicine and Physics subject areas. Rethinking Learning for a Digital Age. While a number of studies have focused on the need to enhance pedagogy and learning using technology Ng'Ambi 2013; Sharpe, Beetham and De Freitas 2010;Bates 2015 , few studies have been done by academics themselves on the value of technology assisted blended learning models of professional academic development programmes. Especially in their dimensions related to prudent use of them and the right and duty of the citizens to have an education that allows them to understand and partic ipate in society, defend their rights and fulfill their obligations. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.
Rhona Sharpe is Principal Lecturer in Educational Development, Oxford Centre for Staff and Learning Development, Oxford Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world Rhona Sharpe, Helen Beetham, Sara de Freitas. Social networking: key messages from the research, Keri Facer and Neil Selwyn 3. How learners change: critical moments, changing minds, Judy Hardy and Amanda Jefferies 9. With its learner-centered approach, heutagogy shifts the focus from the teacher back to the learner and learning. Consideration is given to whether technology is driving new pedagogies, and whether the opportunities afforded by ubiquitous access to learning are threatening quality and standards. It will consider their fundamental characteristics and look at the implications for learners, teachers and institutions.
This is modelled in professional academic development courses, which integrate technology and digital tools into the teaching and learning process. A companion to Rethinking Pedagogy for a Digital Age 2007 , this book focuses on how learners' experiences of learning are changing and raises important challenges to the educational status quo. Learners - by definition - have much to learn, but there is much to be learned from learners themselves. This chapter discusses the principles, processes, and design of heutagogic learning environments with a specific emphasis on digital technologies. Is the school institution able to play this role? Technology is on the forefront of leading this change, and the steady rise and expansion of today's technologies has made knowledge readily accessible and further opened new avenues of learning, as well as influenced the ways in which learners learn.
The influence of pervasive and integrative tools on learners' experiences and expectations of study, Sara de Freitas and Grainne Conole 2. New contexts for learning 1. Rethinking learning for a digital age : how learners are shaping their own experiences. To date nearly 70 classrooms have been re-designed and the impact of the changes on both staff and students has been assessed. This article describes a library's implementation of digital resources for research, teaching, and learning at a higher education institution in Portugal.
This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2. In addition, staff views on the utility of the new staff development approach will be discussed. Knowledge of technology informs and changes the pedagogy, as previously impossible teaching approaches have now become possible, especially via the use of Web 2. His inquiries revolve around a core appreciation for the role of dialogue in effective learning, and the importance of designing technology-enhanced teaching initiatives in accordance with sound pedagogical principles. This is a qualitative case study based on interpretive design. It is possible to manage the relationship between prescriptive and emergent learning, both of which need to be part of an integrated learning ecology. This chapter outlines the fundamental principles of heutagogy, or self-determined learning, and describes ways in which the theory can be applied, taking into consideration the critical and changing roles played by the student, teacher, and institution in creating a holistic, self-determined learning environment.
New contexts for learning 1. This course discusses trends in computing distance and open education. It offers an insight into how technology is shaping and being shaped by education, and opens up new discussions around appropriate pedagogies, institutional strategies and the role of the learner and teacher in the digital age. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses. No âmbito de uma investigação apresentam-se os resultados preliminares de um estudo realizado sobre a prática do currículo em contextos informais online, obtidos a partir da documentação, sob a forma de gravação vídeo e relato oral e escrito , de situações de aprendizagem nesses contextos. Palavras-chave: Currículo, desenvolvimento curricular, contextos informais, ambientes online. It draws on complexity theory, communities of practice, and the notion of connectivism to develop some of the foundations for an analytic framework, for enabling and managing emergent learning and networks in which agents and systems co-evolve.