Monday 17 May 2010

How much has 'Biggs' constructive alignment constrained innovation

reading savin-baden 'learning spaces'. She argues that for spaces to work development in non-traditional forms of learning need to take place. Away from learning outcomes and content/performance view. Pp24

She splits learning spaces into, 'striated' and 'smooth'. The main difference being, control.
P13
Barnett's idealogy [2003] is use to so an alternative, concentrating on the positive, and re-imaginings of universities. Pp19

Liquid learning is also focused on as an alternative [linked with bauman's liquid modernity] . Learning for an unknown future. This is linked with problem based learning.

reading savin-baden 'learning spaces'. She argues that for spaces to work development in non-traditional forms of learning need to take place. Away from learning outcomes and content/performance view. Pp24

She splits learning spaces into, 'striated' and 'smooth'. The main difference being, control.
P13
Barnett's idealogy [2003] is use to so an alternative, concentrating on the positive, and re-imaginings of universities. Pp19

Liquid learning is also focused on as an alternative [linked with bauman's liquid modernity] . Learning for an unknown future. This is linked with problem based learning.

Posted via email from abstractrabbit's posterous

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