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The International Review of Research in Open and Distributed Learning

Nov 22, 2011 Volume 12, Number 7


Rory McGreal; Dianne Conrad

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Table of Contents

Number of articles: 8

  1. Designing for learning: Online social networks as a classroom environment

    Gail Casey, Deakin University AARE ICTEV ISTE; Terry Evans, Deakin University, Australia

    This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students’ interactions when using online social media as a learning environment. It makes... More

    pp. 1-26

  2. Pointillist, Cyclical, and Overlapping: Multidimensional Facets of Time in Online Learning

    Pekka Ihanainen, HAAGA-HELIA University of Applied Sciences, Finland; John W. Moravec, University of Minnesota, United States

    A linear, sequential time conception based on in-person meetings and pedagogical activities is not enough for those who practice and hope to enhance contemporary education, particularly where... More

    pp. 27-39

  3. Emergent learning and interactive media artworks: Parameters of interaction for novice groups

    Marta Kawka, School of Education and Professional Studies, Griffith University, Australia; Kevin Larkin, Faculty of Education, University of Southern Queensland, Australia; Patrick Danaher

    Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is... More

    pp. 40-55

  4. Aligning the quantum perspective of learning to instructional design: Exploring the seven definitive questions

    Katherine Janzen, Beth Perry & Margaret Edwards, Athabasca University

    TThis paper builds upon a foundational paper (under review) which explores the rudiments of the quantum perspective of learning. The quantum perspective of learning uses the principles of exchange ... More

    pp. 56-73

  5. A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses

    Rita Kop & Hélène Fournier, National Research Council of Canada, Institute for Information Technology, Learning and Collaborative Technologies Group; John Mak

    This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked... More

    pp. 74-93

  6. Using mLearning and MOOCs to understand chaos, emergence, and complexity in education

    Inge de Waard, Athabasca University; Sean Abajian, Los Angeles Unified School District; Michael Gallagher, JSTOR; Rebecca Hogue, University of Ottawa; Nilgün Keskin, Anadolu University; Apostolos Koutropoulos, University of Massachusetts Boston; Osvaldo Rodriguez, Universidad Nacional de La Plata, Argentina

    In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the... More

    pp. 94-115

  7. "Chaos rules" revisited

    David Murphy

    About 20 years ago, lost in the midst of my PhD research, I mused over proposed titles. I was pretty pleased with myself to come up with ‘Chaos Rules’ (the implied double meaning was deliberate) or... More

    pp. 116-134

  8. Emergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch

    Carlo Ricci, Schulich School of Education, Graduate Studies Nipissing University

    This paper uses narrative and storying to retell how two girls ages 5 and 7 continue to make use of an iPod touch to expand their literacy and numeracy. The paper explores the stopwatch and alarm... More

    pp. 135-146