Footprints of Emergence

Autor/inn/en	Williams, Roy Trevor; Mackness, Jenny; Gumtau, Simone
Titel	Footprints of Emergence
Quelle	In: International Review of Research in Open and Distance Learning, 13 (2012) 4, S.49-90 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Instructional Design; Online Courses; Assistive Technology; Web Based Instruction; Case Studies; College Instruction; Educational Principles; Educational Change; Educational Environment; Educational Policy; Learning Processes; Curriculum Development; Curriculum Design; Learning Theories; Teacher Education; Business Administration Education; Autism; Special Education; Classification; Models; Educational Technology; Distance Education; Electronic Learning; Program Descriptions; Asperger Syndrome; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Web Based Training; Case study; Fallstudie; Case Study; Hochschullehre; Bildungsprinzip; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Learning process; Lernprozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Learning theory; Lerntheorie; Lehrerausbildung; Lehrerbildung; Autismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Classification system; Klassifikation; Klassifikationssystem; Analogiemodell; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Asperger-Syndrom; Großbritannien
Abstract	It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop "practical tools to help us describe these new forms of learning" which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamics between prescribed and emergent learning and how the learning landscape is curated. (Contains 3 tables and 14 figures.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10