Online Hunting, Gathering and Sharing – A Return to Experiential Learning in a Digital Age

Learning through a collective experience by taking part in group activities, such as hunting, gathering, and sharing, has always been a natural, “organic,” and “experiential” process where new skills and knowledge, if benefitting the whole group, are accepted, shared, and propagated. Nevertheless, i...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Maristela Petrovic-Dzerdz, Anne Trépanier
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	experiential learning online learning group learning digital literacy educational psychology Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/703038bf792c43f891eadb48bdd5b464
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:703038bf792c43f891eadb48bdd5b464
record_format	dspace
spelling	oai:doaj.org-article:703038bf792c43f891eadb48bdd5b4642021-12-02T19:25:28ZOnline Hunting, Gathering and Sharing – A Return to Experiential Learning in a Digital Age10.19173/irrodl.v19i2.37321492-3831https://doaj.org/article/703038bf792c43f891eadb48bdd5b4642018-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3732https://doaj.org/toc/1492-3831Learning through a collective experience by taking part in group activities, such as hunting, gathering, and sharing, has always been a natural, “organic,” and “experiential” process where new skills and knowledge, if benefitting the whole group, are accepted, shared, and propagated. Nevertheless, in industrialized societies where specific knowledge and skills are an economical and societal necessity, the learning economy has largely moved to a model where the teachers “harvest” selected knowledge and “put it in a basket” from which students are expected to take from and learn. This learning model has permeated the 21st century digital world, where the main promoted advantage of these new learning environments is still the “individualization of learning,” which can result in a very solitary and isolated endeavor; however, it doesn’t have to be the case. An example of a successful online university course suggests that carefully crafted online instructional design strategies can contribute to a flexible and rich experiential learning environment. Although they might be physically disconnected, it is possible for learners and a teacher to remain closely interconnected, engaged, and accountable for both individual and group success in knowledge "hunting, gathering, and sharing" activities in a digital age. Maristela Petrovic-DzerdzAnne TrépanierAthabasca University Pressarticleexperiential learningonline learninggroup learningdigital literacyeducational psychologySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 2 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	experiential learning online learning group learning digital literacy educational psychology Special aspects of education LC8-6691
spellingShingle	experiential learning online learning group learning digital literacy educational psychology Special aspects of education LC8-6691 Maristela Petrovic-Dzerdz Anne Trépanier Online Hunting, Gathering and Sharing – A Return to Experiential Learning in a Digital Age
description	Learning through a collective experience by taking part in group activities, such as hunting, gathering, and sharing, has always been a natural, “organic,” and “experiential” process where new skills and knowledge, if benefitting the whole group, are accepted, shared, and propagated. Nevertheless, in industrialized societies where specific knowledge and skills are an economical and societal necessity, the learning economy has largely moved to a model where the teachers “harvest” selected knowledge and “put it in a basket” from which students are expected to take from and learn. This learning model has permeated the 21st century digital world, where the main promoted advantage of these new learning environments is still the “individualization of learning,” which can result in a very solitary and isolated endeavor; however, it doesn’t have to be the case. An example of a successful online university course suggests that carefully crafted online instructional design strategies can contribute to a flexible and rich experiential learning environment. Although they might be physically disconnected, it is possible for learners and a teacher to remain closely interconnected, engaged, and accountable for both individual and group success in knowledge "hunting, gathering, and sharing" activities in a digital age.
format	article
author	Maristela Petrovic-Dzerdz Anne Trépanier
author_facet	Maristela Petrovic-Dzerdz Anne Trépanier
author_sort	Maristela Petrovic-Dzerdz
title	Online Hunting, Gathering and Sharing – A Return to Experiential Learning in a Digital Age
title_short	Online Hunting, Gathering and Sharing – A Return to Experiential Learning in a Digital Age
title_full	Online Hunting, Gathering and Sharing – A Return to Experiential Learning in a Digital Age
title_fullStr	Online Hunting, Gathering and Sharing – A Return to Experiential Learning in a Digital Age
title_full_unstemmed	Online Hunting, Gathering and Sharing – A Return to Experiential Learning in a Digital Age
title_sort	online hunting, gathering and sharing – a return to experiential learning in a digital age
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/703038bf792c43f891eadb48bdd5b464
work_keys_str_mv	AT maristelapetrovicdzerdz onlinehuntinggatheringandsharingareturntoexperientiallearninginadigitalage AT annetrepanier onlinehuntinggatheringandsharingareturntoexperientiallearninginadigitalage
_version_	1718376566429319168

Online Hunting, Gathering and Sharing – A Return to Experiential Learning in a Digital Age

Ejemplares similares