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Rambling Through the Wilds: A Concept of Jagged Study Zones
PROCEEDINGS

, University of Helsinki, Finland ; , , University of Joensuu, Finland ; , University of Helsinki, Finland ; , University of Joensuu, Finland

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The jagged study zone model helps designers to create educational environments which challenge the learner and make the learner to commit to the learning process. The characteristics of a jagged study zone can be explained by showing how its features are related to traditional closed and open learning environments. The requirements for a jagged study zone are identified by extracting the strengths and opportunities of the closed and open learning environments, and by combining them to the opposites of weaknesses and threats of those traditional environments. We show examples how the jagged study zones can be supported and discuss the role of the teacher when considering the jagged study zone model.

Citation

Meisalo, V., Sutinen, E., Gerdt, P., Kurhila, J. & Suhonen, J. (2002). Rambling Through the Wilds: A Concept of Jagged Study Zones. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 596-601). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .