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New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model
Proceeding

, University of Ontario Institute of Technology, Canada ; , , University of Ontario Insitute of Technology, Canada ; , University of Ontario Institute of Technology, Canada ; , Royal Roads University, Canada

AACE Award

EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper presents the Fully Online Learning Community, FOLC, model, offered as a transitional model for institutions addressing the challenges faced by higher education in terms of developing best practices in pedagogy and the implementation of online learning. Founded on the ideal that education is a fundamental human right, this paper describes how fully online environments can provide learner-centred, equitable, and accessible learning opportunities within problem-based learning sandboxes that are co-designed and co-constructed by learners and instructors. Assessment and evaluation are addressed as they are woven seamlessly through the learning process. Based on anecdotal and empirical evidence, the authors conclude that a dynamic and vibrant learning community can be established in fully online programs, and that these communities can have a democratizing effect on their participants.

Citation

van Oostveen, R., DiGiuseppe, M., Barber, W., Blayone, T. & Childs, E. (2016). New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 665-673). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 22, 2019 from .

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