Rethinking (e)learning: a manifesto for connected generations

Sims, Rod

doi:10.1080/01587910802154954

Cited by 60 publications

(23 citation statements)

References 19 publications

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“…Certainly there is considerable potential for learners to benefit from the networks of knowledge and skills made possible by those technologies (Sims, 2008). Yet for those benefits to be realized, learning developers and instructional designers must enact principles and practices that facilitate forms of learning that move away from traditional assumptions of content prescription and linear delivery (Irlbeck, Kays, Jones, & Sims, 2006).…”

Section: Resultsmentioning

confidence: 99%

Emergent learning and interactive media artworks: Parameters of interaction for novice groups

Kawka

Larkin

Danaher³

2011

IRRODL

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Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011). These notions of learning arise from the topologies of social networks and can be applied to the learning that occurs in educational institutions. However, the question remains whether institutional frameworks can accommodate the opposing notion of “cooperative systems” (Shirky, 2005), systems that facilitate the creation of user-generated content, particularly as first-year education cohorts are novice groups in the sense of not yet having developed university-level knowledge.This paper theorizes an emergent learning assessment item (Flickr photo-narratives) within a first-year media arts undergraduate education course. It challenges the conventional models of student–lecturer interaction by outlining a methodology of teaching for emergence that will facilitate student-directed and open-ended learning. The paper applies a matrix with four parameters (teacher-directed content/student-directed content; non-interactive learning task/interactive learning framework). This matrix is used as a conceptual space within which to investigate how a learning task might be constructed to afford the best opportunities for emergent learning. It explores the strategies that interactive artists utilize for participant engagement (particularly the relationship between the artist and the audience in the creation of interactive artworks) and suggests how these strategies might be applied to emergent generative outcomes with first-year education students. We build upon Williams et al.’s framework of emergent learning, where “content will not be delivered to learners but co-constructed with them” (De Freitas & Conole, as cited in Williams et al., 2011, p. 40), and the notion that in constructing emergent learning environments “considerable effort is required to ensure an effective balance between openness and constraint” (Williams et al., 2011, p. 39). We assert that for a learning event within a Web 2.0 environment to be considered emergent, not only does there need to be an effective balance between teacher-directed content and student-directed content for knowledge to be open, creative, and distributed by learners (Williams et al., 2011), but there also need to be multiple opportunities for interaction and communication between students within the system and that these “drive the emergence of structures that are more complex than the mere parts of that system” (Sommerer & Mignonneau, 2002, p. 161).

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Section: Resultsmentioning

confidence: 99%

Emergent learning and interactive media artworks: Parameters of interaction for novice groups

Kawka

Larkin

Danaher³

2011

IRRODL

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“…Como parte de las grandes tendencias del proceso de globalización, las TICs han transformado el campo de la información y de la propia educación, haciendo posible que los recursos educativos puedan ser compartidos de manera creciente, en esquemas de educación a distancia e incluso presenciales, en espacios donde educadores y educandos construyen su conocimiento de maneras nuevas y propositivas (sims, 2008;Chan, Galeano y Ramírez, 2006). También los procesos de globalización y la creciente utilización de Internet, han transformado la manera de procesar la información, así como los recursos existentes en la red.…”

Section: Revisión De La Literatura: Recursos Educativos Abiertos (Reaunclassified

La Iniciativa Knowledge Hub: Un Aporte Del Tecnológico De Monterrey Al Mundo

Gutiérrez

Santos

2014

RIED

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RESUMENEl Knowledge Hub es un Nodo público Multilingüe que indiza (indexa) y cataloga Recursos Educativos Abiertos (REAs) (Open Educational Resources -OER-) existentes en el Internet y en la WWW, y que son gratuitos, de sitios académicos responsables y profesionales, con reconocimiento internacional. El Knowledge Hub permite localizar rápidamente REAs. El propósito de este artículo es describir y explicar cómo se ha desarrollado e implementado tecnológicamente y educativamente el portal de la iniciativa del Knowledge Hub del Tecnológico de Monterrey. se comentarán las características particulares de este buscador (search engine) de recursos educativos abiertos, sus aspectos técnicos, así como de sus fases de desarrollo. También se presentarán los resultados de una investigación y encuesta inicial sobre el uso y experiencias que los profesores de esta institución han tenido en el manejo e incorporación de los recursos educativos provenientes del Knowledge Hub a sus cursos.Palabras clave: acceso abierto, recursos educativos abiertos, cursos abiertos, educación a distancia, aprendizaje a distancia, aprendizaje combinado o mixto. ABSTRACT

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“…As Sims (2008) highlights, indeed E-learning is becoming mainstream, but only within the infrastructure of developed societies, and models of technological learning environments retain their relevance only in a generation in which technology is the medium of learning for those who can afford it. Where these technologies are being used, the difficulty of accessing them and the digital divide between privileged and deprived groups continues to widen the educational gap (Gulati, 2008, p. 2).…”

Section: Children Parents Teachers and The Great Dividementioning

confidence: 99%