This article focuses on an explorative and experimental project seeking to implement Chaordic Learning Systems (CLS) as a pedagogic approach in Higher Education. We outline a project that embraced technologies of Web 2.0 to show how both physical and virtual spaces can be used to support and develop a strong and dynamic learning community in which staff and students work alongside each other to co-produce learning resources. Drawing on theories of Communities of Practice and Situated Learning a new teaching framework was introduced to a Level 5 undergraduate module (7.5 ECTS credits) that had not, until this project, used both face-to-face and online learning tools to engage students in the critical and discursive debates pertaining to sport and physical culture. We undertook this project with the belief that Higher Education should be concerned with answering the calls of an increasingly digital society for whom learning is not restricted by the physical boundaries of the university or the political landscape within which learning finds itself.
|Journal||The Higher Education Journal of Learning and Teaching|
|Publication status||Published - 9 Aug 2017|
Roberts, W., Longhurst, S., Franks, B., Taylor, N., & Bush, A. (2017). Chaordic learning systems: Reconceptualising pedagogy for the digital age. The Higher Education Journal of Learning and Teaching, 1(1). http://hejlt.org/article/chaordic-learning-systems-reconceptualising-pedagogy-for-the-digital-age/