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Theorising Personalised Education: Electronically Mediated Higher Education


Philosophical ThinkingThe Theoretical Construct: HabermasDefinitionsPersonalised LearningPersonalised Learning in Higher Education Through E-mediated InstructionE-mediated InstructionE-mediated Instruction in Higher EducationProvocationsReferencesA Brief History of E-mediated EducationA Brief HistoryProgrammed LearningBeyond Distance EducationMassive Open Online Courses (MOOCs)ConnectivismCurrent DevelopmentsConclusionProvocationsReferencesPersonalised Learning, Pedagogy, and E-mediated ToolsMajor Areas of DebateDigital Disruption to Teaching and Learning in Higher EducationLooking to the PastLooking at the PresentLooking to the FuturePersonalised Learning in Higher Education—Developing a Deep UnderstandingWhat Is Personalised Learning in Higher Education?E-learningSelf-regulated LearningAdaptability and Accessibility of Personalised LearningCatering for Different Learning StylesCatering for DiversityImpact of Social NetworkingPersonalisation in AssessmentProfessional DevelopmentSummaryProvocationReferencesThrough the Lens of Generational TheoryGenerational TheoryGenerations and Higher EducationStudentsAcademic StaffWhat Does This Mean for Higher Education?Digital FluencyThe Future for Higher EducationProvocationsReferencesPersonalised Education, Pedagogy, and Equity in the Higher Education SectorPedagogic PromiseA Teaching ExperienceAccessibility of Online Higher Education Course Material and Issues of EquityAccessibilityPolicies and ProceduresConclusion: Taking up What the Student Did notProvocationsReferencesPersonalised or Programmed? Current Practices of University SystemsPersonal ExperiencesProgrammed LearningDavid’s StoryDonna’s StoryProductive PedagogiesIssues and TensionsPersonalised Learning and Habermas’ Human InterestsProvocationsReferencesFrom Policy to Practice—Personalisation and the Higher Education SectorFrom Policy to PracticeThe International Policy Agenda: Defining and Understanding the Technical RulesNeoliberalism and the Imperative of GlobalisationStandardisation and the Audit CulturePersonalisation PoliciesProvocationsReferencesExperiencing E-mediated Personalised Learning in Practice—A Teacher’s InsightFrom One Stakeholder’s Point of ViewTechnical Rule 1: The Interests of Money and Power Must Be Met FirstTechnical Rule 2: A Specific and Interventionist State Policy Regime and the Decline of Labour PowerTechnical Rule 3: Quality Defined as How Much Can Be Assessed Summatively in Order to Gauge How Close to Excellence the Student, Lecturer, University, State, and Nation Have ComeTechnical Rule 4: A Self-perpetuating System of EvaluationTechnical Rule 5: A New Class of Technical ExpertsTechnical Rule 6: Students Achieving to the Highest Standard PossibleTechnical Rule 7: Education that Is Targeted, Documented, and Caters for Diversity, but Is not IndividualisedA Happy Ending and Technical Rule 8: A Personalised Environment that Emanates from the Learner and not the InstructorProvocationsReferencesE-mediated Approaches to Personalising Inter-professional Learning in the Health SectorThe Importance of Health EducationIPL in Health EducationIPL—The ConceptIPL and Personalised Learning—Connections and BoundariesThe WHO FrameworkHealth EducationTriune-009CLARION ProjectLearning WikiSummaryAn Example of IPL in Health Using E-mediated TechnologyProvocationsReferencesEvidence in Relation to the Effectiveness of E-mediated Personalised EducationWhat Is Effective?Research ReviewsRecent StudiesFurther ResearchProvocationsFinal WordReferences
 
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