Supporting individual learners in different modalities of curriculum delivery
Mariana Lilley, Andrew Pyper, University of Hertfordshire, United Kingdom
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Perhaps one of the most profoundly transformational aspects of technology in education is the potential it offers in the design of flexible curricula. This is a critical feature given a contemporary context in which student populations are increasingly diverse and the very role of universities in society is shifting. The classical modality of curriculum delivery; lectures, practical sessions and seminars that are campus based and timetabled, is often supplemented, combined with or replaced by new modalities, for example online learning. However, such flexibility poses new challenges to curriculum designers and it is vital that any design decisions are pedagogically founded. The provision of such flexible learning was an aim of the author's School, and as part of this work, a review of the pedagogical approach was undertaken. The result, a pedagogical framework to support individual learners, is in practical use in the design of degree courses that are delivered in varying modalities.
Lilley, M. & Pyper, A. (2009). Supporting individual learners in different modalities of curriculum delivery. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 494-496). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
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