From Inception to Infinity: Inhabiting the multiple places, spaces and time for learning.
We will investigate the different opportunities for learning that are emerging from the rapidly changing world of digital technologies.
Inception signifies the beginning of the journey, where we have come from. It recognises the early stages of the learning journey. Infinity simply means that we are not there yet. Where will our changing environment take us to next? How can we best utilise the different technologies to meet societies increasing needs for ongoing education?
1. Innovations in Designs for Learning
Learning spaces have evolved, over the years, to accommodate complex configurations of tasks, tools and people. Learning technologies have been transforming people’s experiences of the physical and the virtual, distributing activity across time, space and media. Research in innovative designs for learning may focus on strategies for enabling innovation, management of change, qualities of emerging learning spaces, the effects of innovative designs on learner activity, their cross boundary character, and analytical tools to support educational designers. This sub-theme includes innovative designs related to:
2. Equity, Access, Openness and Flexibility
Openness is about removing the barriers of access to education for all learners across the globe. It is an overarching concept which incorporates dimensions such as open educational resources (OER), open educational practices (OEP), open learning, open scholarship, open policy, open source software and open teaching. Along with the flexibility and focus on the learner that open practices offer, it can also present challenges. Issues of equity and access are still prevalent in an increasingly open world. This sub-theme incorporates ideas such as:
3. Emerging teaching & learning strategies, Assessment models
Emerging trends in education ask that students are prepared for lifelong, life-wide and life-deep learning and for a future that involves working on complex, ill-defined challenging problems. Learners and teachers are expected to be adaptable, have good social and communications skills, and be proficient in digital and information literacies. This sub-theme involves teaching and learning practices for the digital age, and ways of measuring, analysing and reporting on data about learners, including for example:
4. New Tools (technologies and related pedagogies) for Learning
Rapidly changing societal and learner expectations along with the emergence of new technologies are changing how people learn. New digital tools can empower learners offering greater control over access to, and the creation and sharing of, knowledge. New pedagogies are also emerging that look to harness these new possibilities. This sub-theme focuses on the newly emerging digital tools (and associated pedagogies) and includes possibilities such as: