Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.
Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.
This chapter introduces the perspective of complex responsive systems for organizational and individual learning. It also discusses how these systems may profit from the use of Internet Technology. Using Herbert Mead's perspective on interactions and learning, the authors discuss the theory of complex responsive systems as learning systems. They also elaborate on the implications of this perspective for the use of Internet Technology as a driver for individual and organizational learning.
College Student Motivation: An Interdisciplinary Approach to an Integrated Learning Systems Model
