Rethinking quality for building a learning society

Layte, Maureen; Ravet, Serge

doi:10.1007/3-540-32788-6_23

Cited by 8 publications

(10 citation statements)

References 6 publications

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“…Indeed, despite being teacher-facilitated, the writing process of V.S.P.O.W. is ultimately placing the students at the centre -which does not mean that students are the centre of attention of teachers, but rather the centre of production of knowledge that occurs in various learning contexts (Layte & Ravet, 2006;Wong, in-press).…”

Section: Issues In Ict Mediation For Vspowmentioning

confidence: 99%

A blended collaborative writing approach for Chinese L2 primary school students

Wong

Chen

Chai

et al. 2011

AJET

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Blended Learning is not a new term in Open and Distance Learning (ODL), which has been used with increased frequency in both academic and corporate circles since the beginning of the last century. However, the study on Chinese as a second language (L2) teaching and learning with the application of Blended Learning Theory is still relatively rare. This paper outlines a blended collaborative teaching and learning Model for whom learning Chinese as second language (L2) based on the network platform (ynou.myechiese.com) independently designed by Yunnan Open University. This paper will share some trends and issues that are highly relevant to Chinese as a second language (L2) teaching and learning based on network platform. To accomplish the goal, this paper will address three important questions related to Blended Learning: First, What is the exact definition of Blended Learning in this study? Why a Chinese learner who learns Chinese as a second language (L2) might pick Blended Learning over other learning options? How the current blended collaborative teaching and learning model exist? Discussion on the above problems is based on practice, so this study is an applied research, which might play an important revelation and significance for the application of Open and Distance Learning (ODL) in Chinese as a second language (L2) teaching and learning.

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Section: Issues In Ict Mediation For Vspowmentioning

confidence: 99%

A blended collaborative writing approach for Chinese L2 primary school students

Wong

Chen

Chai

et al. 2011

AJET

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“…This diagram is learner-centric in the sense that it represents a model of MSL ecology not from the perspective of MSL designers or facilitators (eg, teachers) but of an individual seamless learner instead. Placing the learner at the centre does not mean that she is the centre of attention of teachers, but rather, the centre of production of knowledge that occurs in various contexts within the multidimensional learning spaces (Layte & Ravet, 2006). Such a perspective implies that MSL is not just about learning anywhere, anytime, but learning perpetually and across contexts-it is hard to determine when the learning starts and ends (Sharples, 2009).…”

Section: Introductionmentioning

confidence: 98%

A learner‐centric view of mobile seamless learning

Wong¹

2011

Brit J Educational Tech

194

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“…Thus, the learner is now at the center of a multidimensional learning space through an active participation in learning communities (personal and professional), learning organizations, learning territories (municipalities, regions) and society [4]. The major reason for such a revision remains the massive shift from an industrial society to a knowledge economy and learning society.…”

Section: Learning With Ephmentioning

confidence: 99%

“…Placing the learner at the centre, in this context, does not mean that s/he is the center of attention of well-meaning teachers and instructors, but the centre of production of knowledge that occurs in various contexts within multi-dimensional learning spaces. Thus, the learner is now at the center of a multidimensional learning space through an active participation in learning communities (personal and professional), learning organizations, learning territories (municipalities, regions) and society [4]. The major reason for such a revision remains the massive shift from an industrial society to a knowledge economy and learning society.…”

Section: Learning With Ephmentioning

confidence: 99%

“…In this environment, learners are not simply consumers of knowledge; they (socially) create knowledge for themselves, for their organizations and for their communities. A 21st century learner is able to extracts knowledge from everyday activities, at work and in the community, through mainly informal, non-formal, intentional, incidental or accidental learning activities, and shares his/her learning with peers within relevant communities in multidimensional learning spaces [4]. Therefore, there is a stringent demand for new learner-centered frameworks that allow active participation of learners in knowledge creation, within learning communities, learning organizations, learning territories (municipalities, regions), and society, in general.…”

Section: Introductionmentioning

confidence: 99%

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