Footprints of emergence

It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the ma...

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Autores principales:	Roy Trevor Williams, Jenny Mackness, Simone Gumtau
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	emergent learning prescribed learning footprints topographies complexity adaptive Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9467909930ab42f4ab7292f1650880ec
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spelling	oai:doaj.org-article:9467909930ab42f4ab7292f1650880ec2021-12-02T18:03:25ZFootprints of emergence10.19173/irrodl.v13i4.12671492-3831https://doaj.org/article/9467909930ab42f4ab7292f1650880ec2012-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1267https://doaj.org/toc/1492-3831 It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop practical tools to help us describe these new forms of learning which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamics between prescribed and emergent learning and how the learning landscape is curated. Roy Trevor WilliamsJenny MacknessSimone GumtauAthabasca University Pressarticleemergent learningprescribed learningfootprintstopographiescomplexityadaptiveSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 4 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	emergent learning prescribed learning footprints topographies complexity adaptive Special aspects of education LC8-6691
spellingShingle	emergent learning prescribed learning footprints topographies complexity adaptive Special aspects of education LC8-6691 Roy Trevor Williams Jenny Mackness Simone Gumtau Footprints of emergence
description	It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop practical tools to help us describe these new forms of learning which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamics between prescribed and emergent learning and how the learning landscape is curated.
format	article
author	Roy Trevor Williams Jenny Mackness Simone Gumtau
author_facet	Roy Trevor Williams Jenny Mackness Simone Gumtau
author_sort	Roy Trevor Williams
title	Footprints of emergence
title_short	Footprints of emergence
title_full	Footprints of emergence
title_fullStr	Footprints of emergence
title_full_unstemmed	Footprints of emergence
title_sort	footprints of emergence
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/9467909930ab42f4ab7292f1650880ec
work_keys_str_mv	AT roytrevorwilliams footprintsofemergence AT jennymackness footprintsofemergence AT simonegumtau footprintsofemergence
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Footprints of emergence

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