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Dron, J. (2016). P-learning's unwelcome legacy. TD, 24(1). Retrieved June 18, 2024, from http://www.tdjournal.itd.cnr.it/article/view/891
Abstract: Formal teaching of adults has evolved in a context de ned, initially, by the constraints of physical boundaries. Classroom walls directly entail timetables, norms and rules of behaviour, social segregation into organized groups and, notably, the course as a fundamental unit of instruction. Our adult education systems are well adapted to provide ef cient and cost-effective teaching within those boundaries. Digitally embodied boundaries are far more uid, open, permeable, scalable, metaphorical and fuzzy. This has helped to drive the increasing dominance of e-learning in intentional informal learning and yet methods that emerge from physical boundaries dominate institutional e-learning, though they are a poor t with the media. This paper is an exploration of the implications of the removal of physical boundaries to online pedagogies, many of which challenge our most cherished educational foundations and assumptions.
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Bagheri, E., & Ghorbani, A.A. (2010). The Analysis and Management of Non-Canonical Requirement Specifications through a Belief Integration Game. Knowledge and Information Systems: An International Journal, 22(1).
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Bagheri, E., Zafarani, R., & Barouni-Ebrahimi, M. (2009). Can Reputation Migrate? On the Propagation of Reputation in Multi-Context Communitie. Knowledge-based Systems Journal, 22(6), 410–420.
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Tortorella, R. A. W., & Graf, S. (2015). Considering learning styles and context-awareness for mobile adaptive learning. Education and Information Technologies, 22(1), 297–315.
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Ebner, M., Kinshuk, Wohlhart, D., Taraghi, B., & Kumar, V. (2015). Learning analytics. The journal of universal computer science, 21(1), 1–6.
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