- Learner empowerment – actively involving students in learning development and processes of co-creation
- Future-facing education – enabling people to think critically, creatively and flexibly to generate alternative visions of the future
- Decolonising education – extending intercultural understanding and experiences of students so they can be sensitive to global ways of working
- Transformative capabilities – seeing capabilities not just as abilities but being able adapt a skill to be used in both familiar and unfamiliar circumstances
- Crossing boundaries – to support interdisciplinary, interprofessional and cross-sectoral learning
- Social learning – developing cultures and environments for learning that harness the emancipatory power of spaces and interactions outside the formal curriculum, particularly through the use of new technologies and co-curricular activities.
Monday, November 18, 2013
Flexible learning: six new ideas
A recent HEA (Higher Education Academy) report highlighted in this Guardian article elaborates six new ideas for flexible learning, arguing that "flexibility should be seen as a skill in its own right, rather than a method of teaching" The six areas are:
Blackmore, C.P. & Ison, R.L. (2012) Designing and developing learning systems for managing systemic change in a climate change world. In Wals, A. & Corcoran P.B. eds. Learning for sustainability in times of accelerating change. pp. 347-364. Wageningen Academic Publishers, Education and Sustainable Development Series, Wageningen, The Netherlands.
Based on our OU experience with Systems education I would suggest that the researchers have missed one key 'flexibility' that of epistemological flexibility - the ability to appreciate one's epistemological commitments and traverse multiple epistemologies. This is a flexibility that the STiP programme sets out to address.
My thanks to Chris Blackmore for alerting me to this report.
Posted by Ray at 12:46 pm