This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enab...eraser Juan José Calderón
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology. Dongsong Zhang & Jay F. Nunamaker .
Abstract.
In today’s new economy characterized by industrial change, globalization, increased intensive competition, knowledge sharing and transfer, and information technology revolution, traditional classroom education or training does not always satisfy all the needs of the new world of lifelong learning. Learning is shifting from instructor-centered to learner-centered, and is undertaken anywhere, from classrooms to homes and offices. E-Learning, referring to learning via the Internet, provides people with a flexible and personalized way to learn. It offers learning-on-demand opportunities and reduces learning cost. This paper describes the demands for e-Learning and related research, and presents a variety of enabling technologies that can facilitate the design and implementation of e-Learning systems. Armed with the advanced information and communication technologies, e-Learning is having a far-reaching impact on learning in the new millennium.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Thanks to Steve Wheeler and Terry Anderson for some of the slides used in this short presentation. Originally this was put together to seed discussion amongst Education Studies students about the future of e-learning.
lecture presented by Joseph M. Yap at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enab...eraser Juan José Calderón
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology. Dongsong Zhang & Jay F. Nunamaker .
Abstract.
In today’s new economy characterized by industrial change, globalization, increased intensive competition, knowledge sharing and transfer, and information technology revolution, traditional classroom education or training does not always satisfy all the needs of the new world of lifelong learning. Learning is shifting from instructor-centered to learner-centered, and is undertaken anywhere, from classrooms to homes and offices. E-Learning, referring to learning via the Internet, provides people with a flexible and personalized way to learn. It offers learning-on-demand opportunities and reduces learning cost. This paper describes the demands for e-Learning and related research, and presents a variety of enabling technologies that can facilitate the design and implementation of e-Learning systems. Armed with the advanced information and communication technologies, e-Learning is having a far-reaching impact on learning in the new millennium.
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Thanks to Steve Wheeler and Terry Anderson for some of the slides used in this short presentation. Originally this was put together to seed discussion amongst Education Studies students about the future of e-learning.
lecture presented by Joseph M. Yap at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
Leveraging Moodle for Engaging LearningIain Doherty
This is my keynote presentation for the inaugural Moodle Moot in Hong Kong. I argue that we need to re-think the role of the teacher and to put in place a teaching model that centres on the connect learning developing a personal network. I then argue that Moodle can support this approach to teaching.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
This is a presentation that I gave to the Hong Kong Vocational Training Council Learning and Teaching Steering Committee. I was asked to present on the Learning Management System, Education 3.0 and future directions in eLearning. I tied it all together by presenting Education 3.0 as the driver to change the past (LMS) into the future (open, mobile learning supported by learning analytics).
Similar to The Learning Management System: Adapt or Disappear (20)
In this presentation I look at the underlying pedagogy for a professional learning course to teach eLearning Officers at The University of Hong Kong the necessary theoretical knowledge and practical skills to become instructional designers. The course design is critically discussed with respect to motivational issues.
Google Apps for Education (GAFE): Giving Students an eLearning SpaceIain Doherty
This presentation covers the use of Google Applications for Education (GAFE) to support student centered eLearning. Particular reference is made to collaborative learning, learning portfolios and personal learning networks.
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three more parts to the workshop: the Learning Management System, Cloud Services and Tablet Devices.
This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).
Writing for Publishing in Technology Enhanced Learning ResearchIain Doherty
This is a presentation that I gave for the Write-TEL 2 (http://www.napiereducationexchange.com/pg/groups/12872/writetel-2/) writing workshop series. I provided a perspective on writing to get published in the area of technology enhanced learning. The basic thrust of the presentation is that good research naturally leads to a good research paper.
Enhancing the Undergraduate Experience Through A Collaborative Wiki Exercise ...Iain Doherty
This is a presentation that I gave at the ICEL 2012 conference in Hong Kong. The presentation outlines a randomized control trial that examined the an intervention to have nursing students learn discipline specific terms through a collaborative wiki exercise.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...Iain Doherty
This is a presentation that I gave at the CITE 2012 Research Symposium at The University of Hong Kong. Essentially the presentation makes a case for the need to look at learning experiences and learning outcomes in order to truly determine whether or not an eLearning strategy has been effective. In other words, Moodle generated data will not do the trick.
E-Learning in a Changing Landscape of Emerging Technologies and PedagogiesIain Doherty
This is the presentation that I gave at the Opening Plenary Panel of the 2012 CITE Research Symposium at The University of Hong Kong. I guess that my aim was to start people off thinking a little bit about how higher education has made use of technologies for teaching and learning. I also wanted to send a positive message about what might be done.
Effective Online Communication and PresentationIain Doherty
This is a presentation that I gave to student teachers at Ningbo Polytechnic on effective online presentation and communication skills. I decided to broaden the presentation out a bit to talk about effective teaching online.
One of the requirements of my role at The University of Hong Kong is to keep abreast of what is happening in the eLearning world in order to advise senior management concerning eLearning trends that HKU might need to take into consideration. I made a start in this PowerPoint.
This is a presentation that I gave to education students at Ningbo Polytechnic. The pedagogical perspective relates to the three core Moodle functional areas - delivering content, collaboration & communication, and delivering assessments.
This is the PowerPoint from a presentation that I gave to the Faculty of Medicine at The University of Hong Kong. It is very similar to the presentation that I gave to the Faculty of Dentistry with the exception that there are examples of application used in medicine.
The Learning Management System: Adapt or Disappear
1. The Learning Management System:
Adapt or Disappear
Dr. Iain Doherty
Director eLearning Pedagogical Support Unit
Centre for the Enhancement of Teaching and
Learning
22nd November 2012
2. Overview
• Professor Graham Bilbowe’s eLearning Seminar.
• What Are Our Learners Like?
• Pedagogies and Technologies.
• Connectivism As An Alternative Learning Theory.
• Will Universities Change The Way They Do Things?
• Closing Remarks.
3. eLearning Seminar
• Professor Bilbow presented a picture of today’s
learners as device enabled.
• He also presented a picture of todays’ learners as
digital residents / digital visitors.
• Teaching quality in higher education was questioned.
• Finally, Professor Bilbow asked whether Universities
are well placed to respond to device enabled digital
residents and visitors (White, Connaway, Lanclos, Le
Cornu, & Hood, 2012).
3
4. eLearning Seminar
• Drawing on Professor Bilbowe’s presentation I am
going to ask two questions:
– Will the pedagogies that we are employing suffice to
meet the learning needs of today’s generation?
– Is the LMS an appropriate tool to meet the needs of
device enabled connected learners?
4
5. What Are Our Learners Like?
“Web 2.0, the Social Web, has had a profound effect on
behaviours, particularly those of young people whose
medium and metier it is. They inhabit it with ease and it
has led them to a strong sense of communities of
interest linked in their own web spaces, and to a
disposition to share and participate. It has also led them
to impatience – a preference for quick answers – and to
a casual approach to evaluating information and
attributing it and also to copyright and legal constraints”
(CLEX, 2009).
5
6. What Are Our Learners Like?
“The world they encounter in higher education has been
constructed on a wholly different set of norms.
Characterised broadly, it is hierarchical, substantially
introvert, guarded, careful, precise and measured. The
two worlds are currently co-existing, with present-day
students effectively occupying a position on the cusp of
change. They aren’t demanding different approaches;
rather they are making such adaptations as are
necessary for the time it takes to gain their
qualifications” (CLEX, 2009).
6
7. What Are Our Learners Like?
• This research was conducted in the UK so there is an
obvious question whether HK students are similar.
• The Survey on Mobile Library Services in Hong Kong
and Singapore Academic Libraries (Ang et al., 2012)
would suggest that HK students are device enabled,
mobile, connected and looking for online learning
opportunities.
7
8. What Are Our Learners Like?
• Total of 505 completed responses from students
were received:
– responses from CUHK, CityU, NTU and HKU were
17.3%, 35.4%, 11.5% and 35.8% respectively.
– The proportion of female and male respondents was
50.5% and 49.5% respectively.
– 49.1% respondents were undergraduate students,
while 18% respondents were post‐graduate students.
8
15. What Are Our Learners Like?
• So let’s say that we have device enabled, mobile
learners who are already connected and connecting
in multiple ways.
• Let’s also say that the same learners have expressed
a desire for greater opportunities for mobile access to
library resources / mobile learning opportunities.
• The question then becomes one of how universities
will respond in terms of teaching approaches &
technologies.
15
16. LMS: The Wrong Place to Start Learning?
• Siemens (Siemens, 2004)says no to the LMS as the
answer to eLearning:
1. They are structured and dictate the nature of the
interactions (student-teacher, student-student,
student-content);
2. The platforms have a poor interface and are
confusing to teachers and students;
3. Feature poor until recently and even now the systems
are locked down;
4. Cannot offer diversity of tools needed to teach.
16
17. 1. Interactions
• Education operates in terms of three learning
theories:
– Behaviorism (drill and practice)
– Cognitivism (mental structures)
– Constructivism (making meaning)
• Technologies have been integrated into teaching on
the basis of these three learning theories (Mergel
1998).
18. 1. Interactions
• Sage on the Stage or teacher as source of
knowledge (King, 1993)
– Aligns with Behaviorism and Cognitivism
• Guide on the Side or teacher as facilitator (King,
1993)
– Aligns with Cognitivism & Constructivism and its
variants
• Meddler in the Middle described as a “usefully
ignorant co-worker” (McWilliam 2008)
– Aligns with the central tenants of Connectivism
18
19. 2. Poor Interface Design / Usability
• This point is minimally arguable.
• Some users find the interface confusing and
encounter usability issues.
• Many users do not find the interface confusing or
encounter usability issues.
• Overall the point is not telling or decisive as an
argument against the centrality of the LMS.
19
20. 3. Features and Affordances of Moodle
• Siemens says (2004) that an LMS needs to offer:
– A place for learner expression (blog/portfolio);
– A place for content interaction;
– A place to connect with other learners;
– A place to connect the thoughts of other learners in a
personal, meaningful way - i.e. using RSS and then
brought back into the "learner expression tool“;
– A place to dialogue with the instructor (email, VoIP,
etc.)
20
21. 3. Features and Affordances of Moodle
– A place to dialogue with gurus (apprentice) - the heart
of online communities is the mess of varying skills and
expertise. Gurus are people currently in industry or
established practitioners of the organizing theme of the
community.
– A place for learning artifacts of those who've gone
before - i.e. content management capabilities
accessible and managed by the learner. Tools like
Furl, del.icio.us are examples of personal knowledge
management (PKM) tools.
21
22. 4. Diversity of tools needed to teach
– Be modularized so additional functionality and tools
can be added based on what learners want or need.
This means a bricolage of course tools - based on
open standards - allow for incorporation of new
approaches as needed.
22
23. LMS: The Right Place To Start Learning?
• This answer pretty much depends on one’s
understanding of what it means to learn.
• Siemens argues that Behaviorism, Cognitivism and
Constructivism no longer suffice as learning theories.
• He rests his argument on the fact that knowledge has
increased exponentially and we now source, retrieve,
process, produce and transmit knowledge in entirely
new ways.
23
24. Connectivism
“Understanding knowledge in a particular era is
important in ensuring that we have aligned our spaces
and structures with the nature of knowledge” (Siemens,
2006).
• For Siemens teaching spaces and structures are not
aligned with the nature of knowledge?
25. Connectivism
“The rapid development of information . . . requires a
model that sees learning less as a product (filling a
learner with knowledge) and more of a process of
continually staying current and connected (learning as a
process of exploration, dialogue, and interaction)”
(Siemens, 2006).
25
26. Connectivism
“Connecting with people and content is a constant,
ongoing, daily activity . . . Learning is a continual,
network-forming process . . . As we encounter new
resources (knowledge, people, and technology nodes),
we may choose to actively connect and create our
personal learning network” (Siemens, 2006).
27. Connectivism
• We want to see,
“ . . . A shift away from the model in which students
consume information through independent channels
such as the library, a text book or an LMS, moving
instead to a model where students draw connections
from a growing matrix of resources that they select and
organize” (Mot, 2010)
27
31. The Middle Ground
• This is not an either or situation i.e. the LMS or
something else.
• A personal learning environment provides a balance
to LMS centric eLearning.
• PLE can be represented visually (Diagram used
under Creative Commons Attribute Share Alike
http://edtechpost.wikispaces.com/PLE+Diagrams#ch
atti)
31
33. PLE Representations
• A Personal Learning Environment can be
represented in a number of different ways:
– Tool oriented e.g. LMS, Web, Social Media
– User action oriented e.g. gather information, store
information, analyze information, create knowledge
– People oriented e.g. untrusted sources, trusted
sources, close associates, business colleagues
• No matter which way it is represented connectivity is
key
http://edtechpost.wikispaces.com/PLE+Diagrams#
33
34. Learning Theories Still Important
• Learning theories are “conceptual frameworks that
describe how information is absorbed, processed,
and retained during learning” so Connectivism
[arguably] is not a learning theory.
• Practically important because we still need to know
how to go about teaching / designing learning
activities that will lead to students achieving the
intended learning outcomes.
• Equally there is something to what Siemens says.
34
35. Achieving an LMS / PLE Rapprochement
• We asked two questions at the start of
this presentation.
– Do we need a new pedagogical
approach?
• We need to re-think what we are doing.
– Will the LMS suffice for technology
enabled learning?
• Not fully if we want to prepare learners
to take their place in the world.
35
36. References
• Ang, S., Chia, Y. B., Chan, I., Leung, K., Li, K., & Ku,
K. M. (2012). The Survey on Mobile Library Services
in Hong Kong and Singapore Academic Libraries (pp.
1–53). Hong Kong, China. Retrieved from
http://hdl.handle.net/10722/152520
• Campbell, G. (2009b). Engagement Streams As
Course Portals. Retrieved September 19, 2012, from
http://www.gardnercampbell.net/blog1/?p=746
36
37. References
• Committee of Inquiry into the Changing Learner
Experience (CLEX). (2009). Higher Education in a
Web 2.0 World. (570), 1-52. Retrieved from
http://clex.org.uk/CLEX_Report_v1-final.pdf
• Campbell, G. (2009). A Personal Cyber
Infrastructure. Educause Review, 44(5), 58–59.
Retrieved from
http://www.educause.edu/ero/article/personal-
cyberinfrastructure
37
38. References
• Educause Learning Initiative (ELI). (2009). Seven
Things You Should Know About Personal Learning
Environments. Educause Learning Initiative.
Retrieved September 19, 2012, from
http://www.educause.edu/library/resources/7-things-
you-should-know-about-personal-learning-
environments
38
39. References
• King, A. (1993). From Sage on the Stage to Guide on
the Side. College Teaching, 41(1), 30–35. Retrieved
from http://www.jstor.org/stable/27558571
• Kuh, G.D. (2001). Assessing What Really Matters to
Student Learning: Inside the National Survey of
Student Engagement. Change 33(3), 10-17, 66.
40. References
• White, D., Connaway, L. S., Lanclos, D., Le Cornu,
A., & Hood, R. (2012). Digital Visitors and Residents
Progress Report (pp. 1–40). Retrieved from
http://www.jisc.ac.uk/media/documents/projects/visito
rsandresidentsinterim report.pdf
• McWilliam, E. (2008). Unlearning How To Teach.
Innovations in Education and Teaching International,
45(3), 263–269. doi:10.1080/14703290802176147
40
41. References
• Mergel, B. (1998). Instructional Design and Learning
Theory. Retrieved from
http://www.usask.ca/education/coursework/802paper
s/mergel/brenda.htm
• Mott, J. (2010). Envisioning the Post-LMS Era : The
Open Learning Network. Educause Quarterly, 33(1),
1–8. Retrieved from
http://www.educause.edu/ero/article/envisioning-post-
lms-era-open-learning-network
41
42. References
• The Nielsen Company. (2011). Hong Kong Digital
Behaviour Insights Report. Hong Kong. Retrieved
from
http://hk.nielsen.com/documents/HKDigitalBehaviorIn
sightsReport-FINAL.pdf
42
43. References
• Oblinger, D. G., & Oblinger, J. L. (2005). Educating
the Net Generation. (D. G. Oblinger & J. L. Oblinger,
Eds.)Educating the Net Generation (p. 264). Boulder,
CO: Educause. Retrieved from
http://www.educause.edu/educatingthenetgen/5989
• Oliver, M. (2006). New Pedagogies for E-Learning.
Alt-J Research in Learning Technology, 14(2), 133–
134. Retrieved from
http://www.researchinlearningtechnology.net/index.ph
p/rlt/issue/view/914
44. References
• Siemens, George. (2005). Connectivism: A Learning
Theory for the Digital Age. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
• Siemens, G. (2006). Knowing Knowledge. Retrieved
from
http://www.elearnspace.org/KnowingKnowledge_Low
Res.pdf
45. References
• Siemens, S. (2004). Learning Management
Systems : The Wrong Place to Start Learning.
elearningspace. Retrieved September 17, 2012, from
http://www.elearnspace.org/Articles/lms.htm
• Trowler, V. (2010). Student Engagement Literature
Review (pp. 1–74). York, United Kingdom. Retrieved
from
http://www.heacademy.ac.uk/assets/documents/stud
entengagement/StudentEngagementLiteratureRevie
w.pdf