Personal learning environments (PLEs) and critical information literacies (CILs) are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners’ critical engagement with new information environments, each was developed within a different field. This paper connects and contrasts PLEs and CILs in order to explore the design of pedagogical responses to the information environment. Through a careful examination of PLE and CIL literature, the paper demonstrates that information literacy education intersects with the concepts and goals of PLEs. As such, the authors suggest that PLE scholarship informed by CIL scholarship, and vice versa, will yield a deeper understanding of modern learning contexts as well as a more holistic and responsive learner framework. (…)
Article first published in “Research in Learning Technology”, V. 23 (2015), and distributed under the terms of the Creative Commons Attribution 4.0 International (CC-BY 4.0) License (//creativecommons.org/licenses/by/4.0/)
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As universities face up to new economic conditions and technological developments, digital technologies and video in particular are seen as a means by which mass higher and pre-professional education can be “delivered” at comparatively low cost. The introduction of video is often accompanied by powerful rhetorics of “excellence”, “openness” and “student-centred learning” but these often simultaneously diminish the importance of pedagogy, reducing teachers to technicians and students to consumers of online content. In this paper I will draw on a series of recent research and development projects in UK higher education and discuss how Deleuzo-Guattarian perspectives on learning and design make it possible to use web technologies and digital video within novel and emancipatory pedagogies.
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Research spanning the last thirty years confirms that people learn better by active enquiry, collaboration and experimental problem solving than by passive reception and acceptance of information. Empirical evidence, as well as the pressing demands of pervasive social and technological change, requires learning and teaching approaches that combine problem-centred learning and collaborative learning, and open up possibilities for equitable participation in real-world learning. This paper mounts a theoretical and pedagogical case for such an approach, by examining the developmental work being conducted in this area at QUT-Queensland University of Technology (QUT, 2003). It argues for a Collaborative Online Problem Solving environment (known colloquially as COPS) that will combine the problem-centred and collaborative dimensions of learning. The developmental work of COPS seeks to go beyond current online learning and teaching resources, offered by most learning management systems, to provide a framework and system, in order to create and deploy environments, where teams of student learners can collaborate, engage, grapple with, and seek to make sense of, authentic problems, within an online environment. It seeks to do so by creating problem-centred ‘learning designs’, that can be integrated with face to face teaching, to bridge the gap between the classroom and real world experience.
Article originally published in ‘JLD – Journal of Learning Design’, V. 2 (2007), n. 1, pp. 25-36, the only accredited archive of the content that has been certified and accepted after peer review. Copyright and all rights therein are retained by the JLD and the author. //www.jld.qut.edu.au/publications/vol2no1/
Reprinted with permission.
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This article describes the research and development of the Collaborative Online Instructors Network (COIN) to help composition instructors exchange ideas and materials on the teaching of writing. Research was conducted at a large, land-grant university in the Midwest region of the United States and focused on the pedagogical needs of graduate student instructors of composition in the university’s English department. The findings, gathered through surveys and focus groups, suggested that instructors are looking for additional resources to help them prepare for class and develop their teaching methods, and that they are receptive to online venues in particular. From the data collected, the authors designed and implemented a web-based resource consisting of a community forum for facilitating discussions about pedagogical issues and a digital library of materials to allow instructors to share what works well in their classrooms. Such an online resource thus provides an additional site for the professional development of new and veteran instructors, and the curricular development of the program overall.
Article originally published as part of McGraw-Hill’s Teaching Composition Listserv in May 2007. Reprinted with permission.
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