The Application of Self-Organised Learning for Educators and Students in a Knowledge-Based Economy: A Reflective Experience
Vivien Lee Looi Chng, Temasek Polytechnic, Singapore ; Steven John Coombs, Sonoma State University, California, United States
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
A technology-led knowledge-based economy will require workers to be equipped with new economy skills and dispositions for creating significant and relevant meaning out of the large chunks of transmitted data. In the spirit of building learning organizations, this paper proposes a two-pronged strategy of promoting self-organised learning (S-o-L), originally developed by Harri-Augstein and Thomas, amongst educators and students. As an enabling framework based on social constructivism, it offers educators engaged in action research an approach for managing and reflecting upon change through the use of thinking tools such as the Personal Learning Contract. For students who are expected to learn independently in situations requiring problem-solving skills, much akin to real life contexts, this paper also considers the application of Learning Plans as a tool for personal project management. We conclude that S-o-L promotes skillful critical thinking through a systems thinking process of continuous reflective learning.
Chng, V.L.L. & Coombs, S.J. (2001). The Application of Self-Organised Learning for Educators and Students in a Knowledge-Based Economy: A Reflective Experience. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1063-1068). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE).
© 2001 Association for the Advancement of Computing in Education (AACE)
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Steven Coombs, Sonoma State University, United States; Vivien Lee Looi Chng, Temasek Polytechnic, Singapore
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 942–945
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