Networked learning
Networked learning
Embedded Files
Digital Promise: Our Approach
Digital Promise: Our Approach
Networks connect us with people and ideas, stories inspire ideas and incent action, research informs decision-making, and engagement motivates learning for life.
Digital Promise - Our Approach.pdfConnectivism
Connectivism
Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves.
Connectivist Learning Theory - Siemens.pdfParagogy and Heutagogy
Paragogy and Heutagogy
Web 2.0, characterized by many-to-many, decentred and non-linear networking and communication, has given rise to corresponding advances in conceptualizing teaching and learning in the global classroom. Emerging frameworks – heutagogy (learning as self-determined and non-linear) and paragogy (peer-to-peer and decentred learning) – have important implications for practice in the 21st Century.
Paragogy and Heutagogy | educateria.pdfCommunity of Inquiry (Athabasca College)
Community of Inquiry (Athabasca College)
An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.
The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive and teaching presence.
Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009)
Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).
Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher educationmodel. The Internet and Higher Education, 2(2-3), 87-105.
Flexible Learning (University of British Columbia)
Flexible Learning (University of British Columbia)
This site is specific to UBC but the resources in Pillar 1 might be relevant and useful to people working in LBS.
This site is specific to UBC but the resources in Pillar 1 might be relevant and useful to people working in LBS.
Pillar 1: Transformed teaching + learning - Today’s students expect education to be accessible, immersive, collaborative, personalized, and online-enriched.
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