Sign in or 
| Version | User | Scope of changes |
|---|---|---|
| Mar 2 2008, 7:49 AM EST (current) | lpatterson | 7 words added, 7 words deleted |
| Mar 2 2008, 7:47 AM EST | lpatterson | 1 word added, 1 word deleted |
Changes
Key: Additions Deletions
Can we replace "CLC" with "Learning Platform"? The simple fact is that learning technology is intrinsically
iinterlinkedinterlinked to the IBLP as it is to all learning by virtue of the fact that technology exists in the workplace and in the hands of our students. If education chooses to annex itself from these two realities it will design itself out of the human developmental equation and become redundant.
iinterlinkedinterlinked to the IBLP as it is to all learning by virtue of the fact that technology exists in the workplace and in the hands of our students. If education chooses to annex itself from these two realities it will design itself out of the human developmental equation and become redundant.
| Inquirers | There are no barriers to inquiry and research in the CLC; students share in the co construction of knowledge by working in learning communities. The CLC enables them to be managers of their own learninglearning. |
| Knowledgeable | Within the CLC students have access to each others knowledge, understanding and meanings through Forums and common Learning Communities. Through the CLC they have access to the resources in each of the six Areas of Knowledge. |
| Critical Thinkers | Students use Forums and Surveys to develop their critical thinking skills. They work collaboratively in Learning Communities to debate and discuss and reach a reasoned conclusion. They have access to external expertiseexpertise. |
| Communicators | The CLC gives learners access to real audiences. Through Surveys and Custom Pages they receive authentic feedback on their ideas. The CLC provides a platform through which they can use multi media to broadcast their proposalsproposals. |
| Risk-takers | By connecting learners to authentic situations and events across the world, the CLC expands the learning zone and creates real life challenges. They use the communication tools in the CLC to defend their position in an authentic environmentenvironment. |
| Principled | The CLC will give students first hand experience of current and future ‘digital morality’. Issues ranging from ‘Netiquette’ to the theft of ‘Intellectual property’ will be at the forefront of the management and interactions of all who use the CLC. |
| Caring | As students engage in digital discourse through Forums and Custom pages, respect for others and their work and opinions will be policed, challenged and negotiated at a community and whole network level. The ultimate expectation will be that students become responsible and respectful digital citizens. |
| Open-minded | The networks developed through the CLC increases the diversity of students’ interaction with their peers, individuals around the world and experts in their field. The CLC tools, themselves facilitate the recording of personal reflection and discourse. Student will not fail to develop open minds as they traverse the diversity and depth of the CLCCLC. |
| Well-balanced | The plasticity and ease of use of the CLC means that any community that exists organically can have a digital equivalent. The smorgasbord of groups represented on the CLC will encourage student to explore a variety of interests. In addition the CLC will facilitate greater communication between group members and promotion of their interest. |
| Reflective | Within the CLC environment the use of ForumsForums/Blogs particularly enables the learner to reflect on the thread of an issue or problem over time and contribute when they are prepared. All other aspects of the CLC amplify and facilitate the reflective practice occurring throughout the IBD |
