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By B. Tynan

In a latest media-rich society, distance schooling is changing into more and more indistinguishable from mainstream conventional tools. modern scholars, too, have larger want than ever ahead of for schooling that caters to their particular wishes and stressful schedules.

Outlooks and possibilities in combined and Distance Learning investigates the influence of the electronic age on quite a few tools of distance schooling, reminiscent of e-learning, digital studying, on-line studying, and m-learning. Researchers, educators, and scholars presently engaged in or trying to enforce distance schooling ideas of their personal practices will discover a seminal reference assortment exploring new tools of supplying flexibility, accessibility, and freedom to scholars with numerous academic backgrounds, events, and needs.

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Extra resources for Outlooks and Opportunities in Blended and Distance Learning

Example text

Generally, we label it as complex according to our ability to deal with the issues and challenges we encounter in our daily activities. The challenge of facilitating human thinking as we deal with social complexities has been explored from a variety of perspectives. Complexity science encompasses theories and concepts from a range of differing disciplines—biology, anthropology, economics, sociology, management and others (Lacayo, 2008). Research reported in such related fields as brain research, organisational leadership, education, and psychology advocate for new perspectives on how we design and implement teaching and learning to better enable citizens of all ages to deal with the complex issues encountered in daily life (see, for example, Doidge, 2007; Heifetz, 1994; Kegan, 1994; Langer, 1997).

This discussion examines concepts that may enable the design of curriculum more suited to healthful human survival, and thus, sustainability within complex environments. We suggest that curriculum design solutions are created based on the curriculum designer’s perception about how learning occurs. To support our contentions that change in epistemological perspectives will achieve a change in curriculum design approach, we present examples of the reflections of a curriculum designer in transition.

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