|
|
|
|
| LEADER |
01236 am a22001573u 4500 |
| 001 |
346928 |
| 042 |
|
|
|a dc
|
| 100 |
1 |
0 |
|a White, Su
|e author
|
| 700 |
1 |
0 |
|a Davis, Hugh C.
|e author
|
| 700 |
1 |
0 |
|a Dickens, Kate
|e author
|
| 700 |
1 |
0 |
|a Fielding, Sarah
|e author
|
| 245 |
0 |
0 |
|a Rich and personal agendas: learning from co-creation of an institutional personal learning environment
|
| 260 |
|
|
|c 2013-02-05.
|
| 856 |
|
|
|z Get fulltext
|u https://eprints.soton.ac.uk/346928/1/SubmittedWhiteDavisDickensAndFielding2013.pdf
|
| 520 |
|
|
|a Universities increasingly promote their values, educational strengths and standing in order to clearly set themselves apart from fellow institutions. In recent years putting students at the centre of learning has become a prominent theme. Equally, graduates require sophisticated skill-sets which demonstrate digital literacies appropriate to the thought leaders and decision makers of tomorrow. This paper analyses one institution's approach to creating and supporting an infrastructure for an institutional personal learning environment to support these twin objectives via a case study of curriculum revision. It identifies some of the design patterns and organizational learning which have emerged from this process.
|
| 655 |
7 |
|
|a Article
|
