Abstract
Through the phenomenographic lens, consideration will be afforded to the pedagogic framework of informed learning (Bruce, S. C., 2010) through which learners are enabled to utilise information to learn through variation in a self-established relational frame. The concept considers the aspects of ‘Alterity’ that exist within the cohort of study. Building upon the works of Goldstein, Webster and Whitworth (2008, 2009, 2014, 2016, & 2017) as well as specific authors in associated areas, such as Chaordic Learning, and the Triadic Learning Environment, the paper seeks to evaluate ways in which such points of difference can be optimised for the benefit of enhanced information literacy and overall levels of attainment.
| Original language | English |
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| Pages | 1-6 |
| Number of pages | 6 |
| Publication status | E-pub ahead of print - 24 Jan 2022 |
| Event | Knowledge Building Summer Institute 021 - Online, Toronto, Canada Duration: 19 Nov 2021 → 20 Nov 2021 https://ikit.org/summerinstitute2021/ |
Conference
| Conference | Knowledge Building Summer Institute 021 |
|---|---|
| Abbreviated title | KBSI 221 |
| Country/Territory | Canada |
| City | Toronto |
| Period | 19/11/21 → 20/11/21 |
| Internet address |
Keywords
- Alterity
- Chaordic learning,
- Informed learning
- Triadic learning environment.
- Student Discourse
- information literacy