New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model
Roland van Oostveen, University of Ontario Institute of Technology, Canada ; Maurice DiGiuseppe, Wendy Barber, University of Ontario Insitute of Technology, Canada ; Todd Blayone, University of Ontario Institute of Technology, Canada ; Elizabeth Childs, Royal Roads University, Canada
EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper presents the Fully Online Learning Community, FOLC, model, offered as a transitional model for institutions addressing the challenges faced by higher education in terms of developing best practices in pedagogy and the implementation of online learning. Founded on the ideal that education is a fundamental human right, this paper describes how fully online environments can provide learner-centred, equitable, and accessible learning opportunities within problem-based learning sandboxes that are co-designed and co-constructed by learners and instructors. Assessment and evaluation are addressed as they are woven seamlessly through the learning process. Based on anecdotal and empirical evidence, the authors conclude that a dynamic and vibrant learning community can be established in fully online programs, and that these communities can have a democratizing effect on their participants.
van Oostveen, R., DiGiuseppe, M., Barber, W., Blayone, T. & Childs, E. (2016). New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 665-673). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2018 from https://www.learntechlib.org/primary/p/173015/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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