Rationale: This second unit explores some of the drivers behind flexible, distance and online learning. The 21st century has seen a change in student demographic. The student body is increasingly diverse, for example, many students are older learners who may have work and family schedules as well as study commitments, attending traditional face-to-face classes in a college or university may not always be possible. Ubiquitous networked computer technology, the growth of the Internet and the widely use of personalised technologies as well as social media provide multiple-platforms for cooperation and co-learning has given increased opportunity to both students and educators, in a time of increasing uncertainty in the educational landscape. Participants will be encouraged to explore some of the drivers behind these changes from a personal, institutional and international perspective and challenged to explore a variety of learning and teaching approaches that support aspects of FDOL.
Intended learning outcomes
By the end of this unit, learners will have had the opportunity to
- explore drivers for Flexible, Distance and Online Learning
- discuss benefits and challenges of FDOL in the digital age
- explore FDOL in own professional context and discuss with peers
- Google + community: Discuss aspects of Flexible, Distance and Online Learning in participants’ professional context with peers and comment on each others’ contributions.
- PBL groups: Getting together as a group and defining ground rules and working practices using COOL FISh in groups spaces in readiness for unit 3.
- At the end of the unit, reflect individually and in your PBL groups on your learning and share with the wider FDOL community.
FDOL diigo group at http://groups.diigo.com/group/fdol-resources
Please check this learners’ generated collection and add further resources you find useful and link well with this unit. Remember to use tags and comment on resources shared by others.
To access the webinar room click here.
Peer assessment and self-evaluation
- Reflect on your learning during this unit and capture your reflections into your portfolio. Use relevant literature. Remember to add the hashtag #FDOL131 to your title and link to Twitter. (suggested 300 words or equivalent)
- Share the link to your portfolio and invite others to comment
- Comment on reflections made by others.
Please note, you are also welcome to reflect using the Google + community space and/or your COOL FISh spaces.