Creating digital self-reflective frameworks to encourage learner autonomy in post-graduate courses

Clayton, John and Saravani, Sarah-Jane (2014) Creating digital self-reflective frameworks to encourage learner autonomy in post-graduate courses. Rhetoric and Reality: Critical perspectives on educational technology, Dunedin, New Zealand, 23-16 November, 2014.

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Abstract or Summary

The almost universal acceptance of constructivist views of education has firmly placed the learner at the centre of the teaching and learning experience. This acceptance has required educationalists to critically review existing educational strategies, techniques, methods and beliefs. Learner autonomy, the ability to take charge of one's own learning, is based on the concept that learners have the capabilities to reflect on their current skills and identify areas of development. Interactive self-reflective frameworks enable learners to firstly, make independent and informed decisions about their learning needs and secondly, establish a personalised learning plan to address the needs identified. This paper explores how the development and implementation of a digital self-reflective framework for post-graduate study in transdisciplinary education contributes to wider acceptance of the conceptions of learner autonomy.

Item Type:Paper presented at a conference, workshop or other event, and published in the proceedings
Keywords that describe the item:learner autonomy, learner centeredness, constructivism, reflective frameworks
Subjects:L Education > L Education (General)
Divisions:Research Facilities > Emerging Technologies Centre
ID Code:3545
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Deposited On:15 Apr 2015 23:09
Last Modified:15 Apr 2015 23:09

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