Redefining the Role and Purpose of Learning

Redefining the Role and Purpose of Learning

Stephen R. Quinton (University of New South Wales, Australia)
DOI: 10.4018/978-1-61350-516-8.ch012
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This chapter presents a philosophical treatise on how the author envisions the design of electronic learning environments in the future. The uniqueness of the theory of learning to emerge from this exploration lies in its capacity to dynamically adapt and evolve in response to the changing expectations of the teacher and the changing learning needs of the student. It promotes the concept of a continuum of possibilities and opens the way to move beyond the application of a static approach to learning design that is limited in its capacity to satisfy the needs of all, to the adoption of a dynamic, highly adaptable approach that begins to address the specific learning goals of every individual. Thus, educationalists are encouraged to explore what might be possible and not be constrained by current assumptions on how electronic learning environments are currently designed.
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Introduction: Challenges And Opportunities

A major challenge facing educationalists today is to devise advanced learning design methodologies that employ emerging technologies to support the refinement of the essential knowledge creation skills of analysis, problem-solving and metacognition (that encompasses the capacity to apply tacit, experiential knowledge). Proficiency in the application of higher order cognitive competencies to the creative construction of knowledge extends well beyond the transmission of prescribed knowledge and facilitating practice in problem-solving activities.

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