What impact is flexible learning having on learners from K-12 through to professional development? New Zealand has remarkably high levels of digital access across the population. Why aren’t we out performing other countries in educational measurements? This piece serves to
The vernacular definition of plagiarism is often “passing off someone else’s work as your own” or more fully, in the University of Oxford maternal guidance, “Presenting work or ideas from another source as your own, with or without consent of
During the Empower Learners for the Age of AI (ELAI) conference earlier in December 2022, it became apparent to me personally that not only does Artificial intelligence (AI) have the potential to revolutionize the field of education, but that it
I am not selling anything here. That should be self-evident given that my answer to the question “what is currently possible within the Metaverse?” is, not much. I could even suggest nothing, because ‘it’ doesn’t exist yet, certainly in the
I struggled recently to define hybrid learning to a client. They asked how they could go about creating ‘hybrid learning’ for their learners. A reasonable question? There appears to be some confusion, in practice and in the literature, as to
This very brief summary is in no way to be taken as a substitute for reading the full report, or indeed the Executive Summary, which is available here: Innovating Pedagogy 2022 This is the 10th annual report exploring new forms in
It has now been more than four months after Russia’s invasion of Ukraine and I have been thinking how badly we need to be teaching about existential threats. I think we need to develop a curriculum that is open to contemporary real world challenges.
I have never believed in social-constructivism. At least not the way the educational anthropologists’ definition of the phenomena has been distorted and contorted into current practice. Social-constructivists justifiably argue that knowledge is often constructed through social interaction. Further, they state
I have a problem with the use of the term ‘self-directed learning’. Or more precisely, the misuse of the term, certainly as it relates to formal programmes of study as defined by United Kingdom (QAA) and New Zealand qualifications authorities
We need to continue to move away from seeing tertiary education as the imparting knowledge and see it rather as developing the skill of all students to be able to decide which learning pathways best suits their context, prior experience