Brainstorm of flexible learning dimensions by bronwynannh

You may be interested to read the range of ideas the class discussed in the first workshop. Click on the image to enlarge it. The image shows the outcomes of the brainstorm about the meaning of flexible learning. For example choice, structure and change were mentioned, along with anytime, anyhow, anywhere learning, resources and sustainability. The consensus from the group was that too much choice was not sustainable because organisational systems and infrastructure and Ministry of Education requirements often dictated procedures (e.g., deadlines for results).

People worked in pairs to discuss the five dimensions of flexibility – entry requirements, delivery and logistics, time, instructional approaches and resources, content.

1. What you are currently teaching and the main characteristics of your learners.
2. Explain to your partner how you currently teach in two of the dimensions.
3. Draw a mind map to illustrate the main points.
4. Are there any areas you would like to change to provide more flexibility? Why?

Watch the blogs to find out more about the discussions as the activity this week is focused on the five dimensions for flexibility. For example, Kevin mentioned his students are mainly male and in the younger age group where practical skills are key. However, theory is also taught and integrated with project-based learning and e-portfolios.

You should all have received a hard copy reading this week. Please let me know if it has not arrived.
Chapter one - Flexible learning: it’s not just about distance. By Collis, B. & Moonen, J. (2001). Flexible learning in a digital world. Open and Distance learning series. London: Kogan Page Ltd.


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