Reushle, Shirley and Mitchell, Maxine (2009) Sharing the journey of facilitator and learner: online pedagogy in practice. Journal of Learning Design, 3 (1). pp. 11-20. ISSN 1832-8342
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Abstract
Two perspectives are used to reflect on the learning design of a postgraduate online course – that of the designer/facilitator and that of the learner. While the course focus is on online pedagogical approaches, the main aim is to connect learners with each other and with the facilitator so that together they may investigate, trial, challenge and formulate ideas about online pedagogy. The design is influenced by the principles of transformative learning where the concept of a 'dilemma' leads to disorientation and then to learning. Learners are presented with a number of educational dilemmas, given a process for addressing those dilemmas and are required to authentically demonstrate how principles and practices can be applied to enhance online learning and teaching. The design addresses the theory/practice nexus and illustrates that research is best situated in real world contexts, and effective practice should be framed and informed by research.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Authors are encouraged to lodge their JLD published works within their respective institutional Eprints repository. Authors retain copyright. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Education (Up to 30 Jun 2013) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Education (Up to 30 Jun 2013) |
| Date Deposited: | 14 Jun 2009 21:10 |
| Last Modified: | 02 Jul 2013 23:15 |
| Uncontrolled Keywords: | online pedagogy, transformative learning, dilemmas, authentic assessment |
| Fields of Research (2008): | 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified |
| Socio-Economic Objectives (2008): | E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education |
| URI: | http://eprints.usq.edu.au/id/eprint/5061 |
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