Enabling Curriculum Re-design Through Asynchronous Learning Networks

Niall MacKenzie, Niall MacKenzie

Abstract


This paper considers existing processes in Higher Education and the opportunity for using Asynchronous Learning Networks (ALNs) to re-design the curriculum. A curriculum model based upon experiential learning, that explicitly links theory and practice, is promoted as the basis for considering the application of technology. The Computer Supported Experiential Learning project at the University of Central England is explained, and appropriate technologies considered at each stage of the learning cycle. Fundamental to this paper is the view that technology should be used to add value to the learning process, and not to simply automate existing processes. The opportunities for experiential learning to take place are considered a priority in the curriculum design process, and the starting point in deciding upon the use of technology.


Keywords


Constructivism,Reengineering,Experiential Learning,Problem Based Learning

Full Text:

PDF

References


English, S., and Yazdani, M., Computer-Supported Cooperative Learning in a Virtual University, Journal of Computer Assisted Learning, 15, pp. 2-13, 1999.

Hammer, M., Reengineering Work: Don’t Automate, Obliterate, Harvard Business Review, pp. 104-112, July-August 1990.

Scheurman, G., From Behaviorist to Constuctivist Teaching, Social Education, 62(1) pp. 6-9, 1998.

Bligh, D., What’s the Use of Lectures?, Penguin, 1972.

Gibbs, G., Twenty Terrible Reasons for Lecturing, Standing Conference on Educational Development, 1982.

Harvey, L., and Green, D., Employer Satisfaction--Summary, Birmingham, Quality in Higher Education Unit, 1994.

Crook, C.K., Making Hypertext Lecture Notes More Interactive: Undergraduate Reactions, Journal of Computer Assisted Learning, 13, pp. 236-244, 1997.

Cohen, D., and Kasser, J., Creating the Voice Lecture-Presentation, Fifth International Conference on Asynchronous Learning Networks, University of Maryland University College, Maryland, U.S.A, 1999. http://www.aln.org/alnconf99/presentations/convertedfiles/16/

Daniel, J.S., Mega-Universities and Knowledge Media: Technology Strategies for Higher Education, Kogan Page, London, 1996.

Plater, W.M., Future Work: Faculty Time in the 21st Century, Change, 27, pp. 23-33, 1995.

Ritzer, G., McUniversity in the Postmodern Consumer Society, Quality in Higher Education, 2 (3), pp. 185-99, 1996.

Asynchronous Learning Networks. http://www.aln.org

Bruner, J., Going Beyond the Information Given, New York, Norton, 1973.

Bruner, J., Actual Minds, Possible Worlds, Cambridge, MA, Harvard University Press, 1986.

Dubrovsky, V., Kiesler, S., and Sethner, B., The Equalisation Phenomenon: Status Effects in Computer-Mediated and Face-to-Face Decision Making Groups, Human Computer Interaction, 6, 119-146, 1991.

Steeples, C., Unsworth, C., Bryson, M., Goodyear, P., Riding, P., Fowell, S., Levy, P., and Duffy, C., Technological Support for Teaching and Learning: Computer-Mediated Communications in Higher Education (CMC in HE), Computing and Education, Vol. 26, No. 1-3, pp. 71-80, 1996.

Harris, R., Computer-Conferencing Issues in Higher Education, Innovations in Education and Training International, 36,1 pp. 80-91, 1999.

Mason, R., Refining the Use of Computer Conferencing in Distance Education, in O. Boyd-Barrett and E. Scanlon (eds), Computers and Learning, Wokingham, Adison Wesley, 1991.

Gibbs, G., The Seminar, The New Academic, pp. 4-5, Summer 1992.

Kolb, D., Experiential Learning--Experience as the Source of Learning and Development, New Jersey, Prentice Hall, 1984.

Honey, P., and Mumford, A., The Manual of Learning Opportunities, Peter Honey, Maidenhead, 1989.

Elton, L. Strategies to Enhance Learner Motivation: a Conceptual Analysis, Studies in Higher Education, Vol. 21, No 1, pp. 57-67, 1996.

Staley, A., and Eastcott, D., Computer Supported Experiential Learning (Phase One—Staff Development), ALT-J, 7 1, pp. 39-45, 1999.

Gibbs, G., Learning by Doing: A Guide to Teaching and Learning Methods, Further Education Unit, 1988.

Goodyear, P., and Steeples, C., Creating Shareable Representations of Practice, ALT-J, 6 3, pp. 16-23, 1998.

Collins, A., Cognitive Apprenticeship and Instructional Technology (Technical Report No. 6899), BBN Labs Inc, Cambridge, MA, 1988.

Stillman, G., Alison, J., Croker, F., and Tonkin, C., Situated Learning as a Model for the Design of an Interactive Multimedia Program on Medication Administration for Nurses, Innovations in Education and Training International, 35, 4, pp. 329-336, 1998.

Whittington, C.D., and Cambell, L.M., Task-Oriented Learning on the Web, Innovations in Education and Training International, 36, 1, pp. 26-33, 1999.

Problems at Crumpton. http://lmu.uce.ac.uk/crumpton

Jerrard, R., Staley, A., and MacKenzie, N., Learning Contracts in Masters Design Courses, Researching Work and Learning: A First International Conference, Trinity and All Saints College, Leeds, U.K, 1999.

Warren, K.J., and Rada, R., Sustaining Computer-Mediated Communication in University Courses, Journal of Computer Assisted Learning, 14, pp. 71-80, 1998.

Boud, D.J., and Feletti, G., Eds., The Challenge of Problem Based Learning, Kogan Page, London, 1991.

Biggs, J.B., Student Approaches to Learning and Studying, Melbourne, Australian Council for Educational Research, 1987.

Biggs, J.B., Approaches to Learning: Nature and Measurement of, The International Encyclopedia of Education, Vol. 1 (2nd Ed), Oxford, Pergamon Press, 1994.

Buzan, T., Use Your Head, 3rd Edition, BBC Books, London, 1989.

Riding, R., and Cheema, I., Cognitive Styles--an Overview and Integration, Educational Psychology, Vols. 11, 3 and 4, pp. 193-215, 1991.

Riding, R., and Sadler-Smith, E., Type of Instructional Material, Cognitive Style and Learning Performance, Educational Studies, 18 3, pp. 323-340, 1992.




DOI: http://dx.doi.org/10.24059/olj.v4i1.1906



Copyright (c) 2019 Niall MacKenzie, Niall MacKenzie