Footprints of Emergence

dc.creator	Roy Trevor Williams
dc.creator	Jenny Mackness
dc.creator	Simone Gumtau
dc.date	2012-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:52:35Z
dc.date.available	2015-07-20T22:52:35Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/a48f48d5b5cb4be0ab7d23db104a14b8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23786
dc.description	It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop practical tools to help us describe these new forms of learning which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamics between prescribed and emergent learning and how the learning landscape is curated.
dc.language	English
dc.publisher	Athabasca University Press
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/1267/2307
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 13, Iss 4 (2012)
dc.subject	Emergence
dc.subject	prescribed
dc.subject	self-organization
dc.subject	footprints
dc.subject	topographies
dc.subject	curriculum
dc.subject	design
dc.subject	curation
dc.subject	co-evolution
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Footprints of Emergence
dc.type	article