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Rich and personal agendas: learning from co-creation of an institutional personal learning environment

Rich and personal agendas: learning from co-creation of an institutional personal learning environment
Rich and personal agendas: learning from co-creation of an institutional personal learning environment
Universities increasingly promote their values, educational strengths and standing in order to clearly set themselves apart from fellow institutions. In recent years putting students at the centre of learning has become a prominent theme. Equally, graduates require sophisticated skill-sets which demonstrate digital literacies appropriate to the thought leaders and decision makers of tomorrow. This paper analyses one institution’s approach to creating and supporting an infrastructure for an institutional personal learning environment to support these twin objectives via a case study of curriculum revision. It identifies some of the design patterns and organizational learning which have emerged from this process.
Institutional Change, Design Patterns, Technology Enhanced Learning (TEL), E-Learning
1877-0428
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C.
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Dickens, Kate
adfb4b5e-d331-40d4-9b34-2a17430bd3f0
Fielding, Sarah
93469950-f6fb-4668-a7c1-26a76fe358aa
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C.
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Dickens, Kate
adfb4b5e-d331-40d4-9b34-2a17430bd3f0
Fielding, Sarah
93469950-f6fb-4668-a7c1-26a76fe358aa

White, Su, Davis, Hugh C., Dickens, Kate and Fielding, Sarah (2013) Rich and personal agendas: learning from co-creation of an institutional personal learning environment. Procedia - Social and Behavioral Sciences. (Submitted)

Record type: Article

Abstract

Universities increasingly promote their values, educational strengths and standing in order to clearly set themselves apart from fellow institutions. In recent years putting students at the centre of learning has become a prominent theme. Equally, graduates require sophisticated skill-sets which demonstrate digital literacies appropriate to the thought leaders and decision makers of tomorrow. This paper analyses one institution’s approach to creating and supporting an infrastructure for an institutional personal learning environment to support these twin objectives via a case study of curriculum revision. It identifies some of the design patterns and organizational learning which have emerged from this process.

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More information

Submitted date: 5 February 2013
Keywords: Institutional Change, Design Patterns, Technology Enhanced Learning (TEL), E-Learning
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 346928
URI: http://eprints.soton.ac.uk/id/eprint/346928
ISSN: 1877-0428
PURE UUID: 62d99572-6023-42a2-9ec1-d5b331f080f6
ORCID for Su White: ORCID iD orcid.org/0000-0001-9588-5275
ORCID for Hugh C. Davis: ORCID iD orcid.org/0000-0002-1182-1459

Catalogue record

Date deposited: 17 Jan 2013 11:06
Last modified: 06 Jun 2018 13:16

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Contributors

Author: Su White ORCID iD
Author: Hugh C. Davis ORCID iD
Author: Kate Dickens
Author: Sarah Fielding

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