Rethinking (e)learning: a manifesto for connected generations. Sims, R. Distance Education, 29:153--164, 2008. 2
Rethinking (e)learning: a manifesto for connected generations [link]Paper  doi  abstract   bibtex   
In the broad context of adult and higher education, this article argues that to allow the e of e-learning to disappear would be to lose the opportunity to grasp the enabling and emergent properties of digital networked technology. Through examining cycles of educational technology, current trends in e-learning research, the practices and competencies of educational designers, and the roles of key stakeholders, a framework is established to reinforce the emergence of the nomadic, mobile learner who is dependent not on the teacher or formal educational systems, but on the network of knowledge and skills that can be accessed on an anytime, anywhere, e-learning basis. Through this framework a manifesto for connected generations is proposed, grounded in c3-learning - collaborative, contextual, and connected learning. [ABSTRACT FROM AUTHOR] Copyright of Distance Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
@article{ sims_rethinking_2008,
  title = {Rethinking (e)learning: a manifesto for connected generations},
  volume = {29},
  issn = {01587919},
  shorttitle = {Rethinking (e)learning: a manifesto for connected generations},
  url = {http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=32990510&site=ehost-live},
  doi = {10.1080/01587910802154954},
  abstract = {In the broad context of adult and higher education, this article argues that to allow the e of e-learning to disappear would be to lose the opportunity to grasp the enabling and emergent properties of digital networked technology. Through examining cycles of educational technology, current trends in e-learning research, the practices and competencies of educational designers, and the roles of key stakeholders, a framework is established to reinforce the emergence of the nomadic, mobile learner who is dependent not on the teacher or formal educational systems, but on the network of knowledge and skills that can be accessed on an anytime, anywhere, e-learning basis. Through this framework a manifesto for connected generations is proposed, grounded in c3-learning - collaborative, contextual, and connected learning. [ABSTRACT FROM AUTHOR] Copyright of Distance Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
  journal = {Distance Education},
  author = {Sims, Roderick},
  year = {2008},
  note = {2},
  keywords = {EDUCATIONAL change, EDUCATIONAL innovations -- Social aspects, EDUCATIONAL technology, HIGH technology \& education, HIGHER education -- Effect of technological innovations on, INTELLIGENT tutoring systems, MOTIVATION in adult education, UNIVERSITIES \& colleges -- Data processing, WEB-based instruction},
  pages = {153--164}
}

Downloads: 0