Enabling Curriculum Re-design Through Asynchronous Learning Networks
DOI:
https://doi.org/10.24059/olj.v4i1.1906Keywords:
Constructivism, Reengineering, Experiential Learning, Problem Based LearningAbstract
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.
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