Designing flexible learning: learning with each iteration

Redmond, Petrea and Lock, Jennifer V. (2009) Designing flexible learning: learning with each iteration. In: 2009 World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education (E-Learn 2009), 26-30 Oct 2009, Vancouver, BC, Canada.

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Abstract

This paper describes the three iterations of an innovative cross institutional initiative within teacher education. Through an international project pre-service teachers, in-service teachers and teacher educators engaged in a rich exploration of educational topics such as inclusivity and information and communication technology integration. The goal of this learning experience was to promote higher order thinking and collaboration while embedding and fostering authentic dialogue between and among pre-service teachers and experts. Siemens' (2005) five stage learning development cycle has provided a framework for analysis of the three iterations of this online international collaborative project.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Deposited in accordance with the copyright policy of the publisher.
Depositing User: Dr Petrea Redmond
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 15 Feb 2010 12:22
Last Modified: 02 Jul 2013 23:29
Uncontrolled Keywords: pre-service teachers; online collaboration; learning design
Fields of Research (FOR2008): 08 Information and Computing Sciences > 0805 Distributed Computing > 080503 Networking and Communications
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
20 Language, Communication and Culture > 2001 Communication and Media Studies > 200103 International and Development Communication
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI: http://eprints.usq.edu.au/id/eprint/6092

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