Flexible Learning in a Digital World

Collis, Betty; Moonen, J.C.M.M.

doi:10.1080/0268051022000048228

Cited by 191 publications

(176 citation statements)

References 5 publications

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“…Earlier studies have shown a popularity of using existing models and theories for supporting learning with technology, and notably include the use of activity theory (Kuutti, 1996), experiential learning (Kolb, 1984) and constructivist theories. Recent work also highlights the development of new models and theories, such as flexible learning (Collis and Moonen, 2001), to reflect the need for deeper consideration in advance of developing lesson plans and learning activities. This dimension therefore also includes the consideration of how learning content is embedded and personalised to support the more differentiated learning approaches facilitated by new software tools and wider availability of e-content and e-assessment.…”

Section: 0: Developing a Framework For Evaluating Games-and Simulatmentioning

confidence: 99%

How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

Freitas

Oliver

2006

Computers & Education

557

267

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Section: 0: Developing a Framework For Evaluating Games-and Simulatmentioning

confidence: 99%

How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

Freitas

Oliver

2006

Computers & Education

557

267

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“…More than being purely electronic or mobile, offering students the flexibility to construct their learning in this way (the importance of which is highlighted by Low & O'Connell, 2006) is a significant benefit. Collis and Moonen (2002) suggest that the more flexible and active a resource is, the more likely it is to facilitate learning (that is, less versus more flexible, acquisition versus active contribution). In this study, the re-framed content podcasts were flexible, but they concerned the transmission and acquisition of knowledge.…”

Section: Flexibilitymentioning

confidence: 99%

Educational design of short, audio-only podcasts: The teacher and student experience

Taylor

Clark

2010

AJET

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This paper reports the findings of an exploratory study on the use of podcasting in higher education. The study was conducted during 2007 and 2008 and involved students from 20 units of study. Research data was gathered by distributing an in-class survey to 4584 enrolled students, with 39% (1780) of students completing the survey. Qualitative data was gathered by conducting student focus groups, with a total of 158 students participating, and interviewing teaching staff on their podcasting experiences. The results identified three broad approaches to podcasting employed: reframed podcasts, or content reproduced in multiple media (e.g., textbook chapters summarised as podcast episodes); complementary podcasts that added extra information to enhance the student learning experience; and supplementary podcasts that re-design and broadcast content previously presented in class. IntroductionWith each new technology created and disseminated into the global market today, there is a rush by academics to find novel ways to implement and apply these devices in their learning and teaching. Many technologies were not originally intended or designed to be used in the educational field and are often referred to as "edutainment devices" (Egenfeldt-Neilsen, 2005 as cited in Wheeler, 2009). Wheeler (2009) identified 3 common edutainment devices: iPods, global positioning systems, and smart phones not developed for learning, emphasising that "academics require a good understanding of potential teaching applications" if these devices are to be successfully re-purposed into a learning and teaching context. This is especially important given the ongoing debate and scepticism around new technologies being integrated into learning and teaching, especially when applied in a blended learning context.In this paper we present a research study on the possible approaches that academics may take when using podcasting, a means of creating digital resources that is gaining momentum and usage in higher education. Podcasting provides teaching staff with a means to communicate with students by broadcasting a series (a podcast) of multimedia files (podcast episodes) via the Internet, to which students may subscribe. Using audio, or even multimedia, in learning and teaching is not a recent development (Gunn, Woodgate & O'Grady, 2005;Lee, McLoughlin & Chan, 2007;Schlosser & Burmeister, 2006). Nor is RSS (Really Simple Syndication), that which controls the connection of multiple podcast episodes into one subscription, as it has been in use for Taylor and Clark 387 more than a decade and is broadly used by other Internet tools today (Ebner, Nagler & Saranti, 2007;Franklin & Zdonik, 1998). A podcast, then, is unique because it is a combination of these things: a multimedia file, a subscription service and a downloadable (and therefore potentially mobile) digital file. The podcasting process remains the same for most scenarios, whether the podcast is for a radio series, a regular community group announcement or an academic lecture series. Podcasting...

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“…Duffy and Kirkley (2004) state that the quality of distance education, just like any F2F course or seminar, comes down to the "design of, and student's engagement in, the learning environment" (p. 4). Researchers have identified approaches to develop online courses in general (Collis & Moonen, 2001;Jolliffe, Ritter, & Stevens, 2001) that have provided guidelines for designers; however, there are few established guidelines for designing and developing AL distance education environments.…”

Section: Arctic Transect 2004mentioning

confidence: 99%

Adventure Learning: Transformative hybrid online education

Doering

2006

Distance Education

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Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This article defines this online distance education approach, outlines an AL framework, and showcases an AL archetype. In AL environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. AL online spaces are collaborative spaces where students, teachers, subject experts, and AL team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students' roles transform due to the flexibility and design of the AL learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching.

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Flexible Learning in a Digital World

Cited by 191 publications

References 5 publications

How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

Educational design of short, audio-only podcasts: The teacher and student experience

Adventure Learning: Transformative hybrid online education

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