Abstract
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.
Highlights
The main theme of this paper is to campaign for the use of learning technologies to be used innovatively so that the curricula in Higher Education can be re-designed, unleashing new opportunities for quality learning
There seems to be a parallel between what is currently happening in higher education and what has already happened with information technology in the world of business
In stark contrast to these developments in synchronous broadcasts, that automate the transmission of information from lecturer to student, considerable potential for new approaches to education may arise through the use of Asynchronous Learning Networks (ALNs)
Summary
The main theme of this paper is to campaign for the use of learning technologies to be used innovatively so that the curricula in Higher Education can be re-designed, unleashing new opportunities for quality learning. In stark contrast to these developments in synchronous broadcasts, that automate the transmission of information from lecturer to student, considerable potential for new approaches to education may arise through the use of Asynchronous Learning Networks (ALNs). Constuctivism [13], [14] promotes the view that learning is an active process in which learners construct meaning, going beyond the information given and discovering principles for themselves It recognises that knowledge and social context are closely linked and that students should engage in active dialogue with each other, reflecting upon experiences and co-operating in the investigation of problems and worthwhile issues. The asynchronous nature of these tools brings the advantage of being able to reflect upon a comment, pause, possibly investigate the issue further, and write a considered reply This is lost in the “rapid fire” of FTF communication and the other synchronous tools. Adopting a constructivist approach to education, we believe that the technology can be used to enable experiential learning online
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