Abstract
Building communities of learning using digital resources should be a part of curriculum design. Students need to develop skills of collaborative working and reflective practice to enable them to face the challenges of study and research as well as of a career outside the academy. Looking at research in the distance learning field there is much that can be re-purposed for campus based courses. Students are already building networked communities and educators have the opportunity with simple applications such as <em>iGoogle </em>to encourage learners to collect together all their resources both personal and academic in a dynamic Personal Learning Portal.
Highlights
As the pace of change in the 21st century continues to increase, the world is becoming more interconnected and complex, and the knowledge economy is craving more intellectual property
The increasing availability of learning resources on the internet is coinciding with the growing importance of continuous learning
The spirit of legitimate peripheral participation (LPP) is that students are legitimately engaged in real work, fully participating in the technical and social interchanges and almost through osmosis are picking up the practice, and the set of sensibilities, beliefs and idiosyncrasies of this particular community
Summary
As the pace of change in the 21st century continues to increase, the world is becoming more interconnected and complex, and the knowledge economy is craving more intellectual property. It is at the edge that most innovation occurs and where we can discern patterns that indicate new kinds of opportunities and challenges In this context, the edge can mean many things: kids who grow up digital, second-tier and for-profit teaching institutions, developments in rapidly changing nations such as China and India, new kinds of institutional frameworks such as creative commons, open source, and Wikipedia, and new media forms. If we want to educate students for the 21st century, we must realize that most students today aren’t going to have a fixed, single career; instead, they are most likely going to follow a working trajectory that encompasses multiple careers As they move from career to career, much of what they will need to learn won’t be what they learned in school a decade earlier. Let us hope we can find ways to unleash a similar level of passion in our students to learn, learn and learn
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