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Journal Issue
Volume 13 Issue 2, ICEL2014 / Feb 2015  pp57‑148

Editor: Paul Griffiths

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Editoiral  pp57‑58

Paul Griffiths

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Problem Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the Role of Collaborative Communities  pp59‑67

Dr. W. Barber, S. King, S. Buchanan

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Mitigating the Mathematical Knowledge gap Between High School and First Year University Chemical Engineering Mathematics Course  pp68‑83

Moses Basitere, Eunice Ivala

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Telling Tales: Towards a new Model of Literacy Development Using e‑Readers in Teacher Education in Chile  pp84‑96

Paula Charbonneau-Gowdy

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The Role of Open Access and Open Educational Resources: A Distance Learning Perspective  pp97‑105

Stylianos Hatzipanagos, Jon Gregson

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The Flipped Classroom, Disruptive Pedagogies, Enabling Technologies and Wicked Problems: Responding to the Bomb in the Basement  pp106‑119

Maggie Hutchings, Anne Quinney

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Abstract

Abstract: The adoption of enabling technologies by universities provides unprecedented opportunities for flipping the classroom to achieve student‑centred learning. While higher education policies focus on placing students at the heart of the education pr ocess, the propensity for student identities to shift from partners in learning to consumers of education provides challenges for negotiating the learning experience. Higher education institutions (HEIs) are grappling with the disruptive potential of te chnology‑enabled solutions to enhance education provision in cost‑effective ways without placing the student experience at risk. These challenges impact on both academics and their institutions demanding agility and resilience as crucial capabilities for universities endeavouring to keep up with the pace of change, role transitions, and pedagogical imperatives for student‑centred learning. The paper explores strategies for effective change management which can minimise risk factors in adopting the disrupt ive pedagogies and enabling technologies associated with â flipping the classroom⠒ for transformative learning. It recognises the significance of individual, cultural and strategic shifts as prerequisites and processes for generating and sustaining cha nge. The analysis is informed by the development of a collaborative lifeworld‑led, transprofessional curriculum for health and social work disciplines, which harnesses technology to connect learners to humanising practices and evidence based approaches. R ich data from student questionnaires and staff focus groups is drawn on to highlight individual and organisational benefits and barriers, including student reactions to new and challenging ways of learning; cultural resistance recognised in staff sceptici sm and uncertainty; and organisational resistance, recognised in lack of timely and responsive provision of technical infrastructure and support. Intersections between research orientations, education strategies and technology affordances will be explored as triggers for transformation in a â triple 

 

Keywords: Keywords: Transformative learning, change management, flipped classroom, technology-enabled learning, role transitions, organizational change

 

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An Assessment of Students Perceptions of Learning Benefits Stemming from the Design and Instructional Use of a Web3D Atlas  pp120‑137

Florin D. Salajan, Greg J. Mount, Anuradha Prakki

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Location‑Based Augmented Reality for Mobile Learning: Algorithm, System, and Implementation  pp138‑148

Qing Tan, William Chang, Kinshuk

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