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15 January 2013
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1:42am 16 January 2013 Permalink
I agree with your statement in the project cloudscape " designers need to realize that nothing they do individually or collectively in the institutional environment will ever match the variety among users themselves in their personal or private sphere. New representations of ‘distant learners’ are required if we are to answer the question concerning “student characteristics” (Gustafson & Branch 2002:28) and develop open learning design approaches usable in a host of academic disciplines."
I am interested in developing individualized learning design. I have written about this on my blog in case you are want to look: http://bahtings.blogspot.co.nz/2013/01/learning-design-definition.html
So how can educational designers support the eclectic needs of learners? Dr Bronwyn Hegarty
2:18pm 16 January 2013 (Edited 2:58pm 16 January 2013)
... Dr Bronwyn Hegarty, ... thank you for taking the time to send me a word. I barely scanned the references you have provided. I found more than I was looking for as per your indications, for example:
> in Bronwynh on Education : reading your comment on teacher centric definitions I have the feeling that we may be morphing into designer centric definitions ;
> you mention metacognition (self regulation + ) in the 2nd paragraph ; that concept is reflected in your excellent Three-Step Reflective Framework as the formula seems an application of metacognition to writing activities, among others : Attention, Reflect, Apply (to completion or outcome) ;
> and I do think that changes in educational | course ideation can lead to learner-designed activities where applicable (not in all disciplines or academic levels, however) ;
> I also examined your node categories diagram (2007) (http://goo.gl/NbcMn) and I can't figure out why you installed two (2) Learning nodes (work in progress?) ;
> in your 'week one - MOOC' comment, you reflect back on your Flexible Learning (course | project). Comment was sent to private emal address and how that movement has developed into multi-representational learning environments (Shaaron Ainsworth driving the concept between 1995 and 2008 ). A multiple representational approach is being used extensively in week 3 of this mooc by Gráinne Conole although under different wording ("methods of representations across a range of educational contexts, set of representations, series of representations") and in Conole's reference text -- Chapter 8 Design representations Draft -- "variety of representations, type(s) of representations, forms of representation, common representations, abstract | metaphorical | technically orientated representations, representations that are based on theoretical perspectives, text-based | textual representations, visualisation representations, node-link representations, content mapping representations", and more.
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