- provides a space devoted to the conceptual framework known as Hodges' model. Read about this tool that can help integrate HEALTH, SOCIAL CARE, INFORMATICS and EDUCATION. The model can facilitate PERSON-CENTREDNESS, CURRICULUM DEVELOPMENT, HOLISTIC CARE and REFLECTION. Follow the development of a new website using Drupal (it might happen one day!!). See our bibliography, posts since 2006 and if interested please get in touch [@h2cm OR h2cmng AT yahoo.co.uk]. Welcome.

Friday, October 30, 2015

Down at he-el (parity of esteem)

individual
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INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group


he-


-al



heel
talon

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Thursday, October 29, 2015

Books: Context, Subjectivity, Individuals and Axes (of Learning?)

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group

The learner's intentionality is the axis from which the context can be interpreted as unified lived experience, making sense of the multiple interactions between people, and activities and resources. A context is always "local to a learner", since it consists of an individual's subjective experience of the world, that is always ...

spatially and...

historically situated (Lukin 2010, p.18). p.335.




References

Above from:
Esposito, A., Sangrà, A. and Maina, M. (2015) Emerging Learning Ecologies As A New Challenge and Essence For E-learning, Chap. 24 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 331-341. (p.335).

Lukin, R. (2010) Re-Designing Learning Contexts - Technology-Rich, Learner-Centred Ecologies, Oxford: Routledge.

Learning ecologies is an approach to educational theory, practice and technology enhanced learning that I can relate to through Hodges' model and a general interest that extends to green matters and blue...

This is a fascinating chapter by Esposito, et al. (2015) that includes keystone species who have the architectural function of a keystone (p.333) to: (my rendering follows)


provide critical resources

modify the environment

act as mutualists

control potential dominants


In the discussion the role of keystone species is attributed to librarians. To modify the learning environment and community the keystone species would need access to the necessary processes, procedures, time and place. So to the right of Hodges' model we find what is mechanistic: rules, authentication, privileges, sanctions, passwords, accounts...

On the above left as an example, communities of practice rely on mutualism for their sustained existence. It is the individual (student) as the (usual) unit of analysis who is making use of the resources.


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Sunday, October 25, 2015

Lived Experience at NHS Expo 2015: video

individual
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INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
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group

I have included the structure of Hodges' model above to emphasise
the model's scope and possible use in helping to address the many
challenges presented by lived experience. ...


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Saturday, October 24, 2015

New Media Consortium Horizon Report & Reflection in a Time of Connectivism (c/o Khan & Ally, 2015, Chaps 3, 4 and 21)

My reading of Khan and Ally's International Handbook of E-Learning could amount to a review by a thousand snippets at this rate.

As other priorities also demand attention I'm still on Volume 1 and avidly looking f/w to the 2nd with thanks to the publisher. I've references for my latest study to contribute to other reading. What is interesting is contrasting the place of reflection in nursing, nurse education, education generally and technology enhanced learning. Reflection and reflective practice is a personal activity that is also extensible, something that can and must educationally be shared with others. If there are already challenges in proving the value of Hodges' model within nursing (and global health!) there are other pressures from within education and technology enhanced learning specifically. As João Mattar notes:

Although Hirumi (2011) argues that his grounded approach neither subscribes to, nor advocates any particular epistemology, his decision of distinguishing internal interactions from all others as one of the three fundamental levels within his framework seems indeed to privilege a specific type of learning in an era where connectivism claims that learning should no longer be considered an internal and individualistic activity (Siemens, 2004; Anderson & Dron, 2010,2012). (p.301)
There are lessons in all these chapters for me. Pencilled observations and things to pospost (new word?) are scrawled throughout the 320 pages so far and here are a few more:


The NMC Horizon Report 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 12th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. ...




In chapter 4 Stephen Downes writes:
My own theory of education is minimal (so minimal it hardly qualifies as a theory, and is almost certainly not my own): "to teach is to model and to demonstrate; to learn is to practice and reflect." Thus, minimally, we need an environment that supports all four of these on a massive scale. In practice, what this means is a system designed so that bottlenecks are not created in any of the four attributes: modeling, demonstration, practice, and reflection. p.66.
More to follow, read and write!

Mattar, J. (2015) Designing and Evaluating E-learning Interactions, Chap. 21 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp.295-307.

Corbeil, J.R. & Corbeil, M.E. (2015) E-Learning: Past Present and Future, Chap. 3 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp.51-64. (see p.59-).

Downes, S. (2015) The Quality of Massive Open Online Courses, Chap. 4 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 65-77.

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Friday, October 23, 2015

New ESRC seminar series: reimagining professionalism in mental health - towards co-production

Reimagining professionalism in mental health: towards co-production is a seven part ESRC seminar series which focuses on developing new approaches to professionalism in mental health.

Each seminar will focus on a particular topic: the first two seminars set the scene with a focus on co-production and democratic professionalism and on people's lived experience of co-production.

The seminars which follow consider how changes to practice, policy and education in mental health could be implemented to develop a new form of professionalism based on co-production.

Video-recordings of the seminar series will be made available on the project website and there will be a blog to continue the discussions and conversations which take place in the seminars.

The first seminar will be on 5 January 2016 at the University of Leeds.

See here for further details: http://medhealth.leeds.ac.uk/homepage/730/towards_co-production_esrc

Jill Anderson

- Help build the Mental Health in Higher Education hub: http://mhhehub.ning.com/
- Join the mhhe discussion list: www.jiscmail.ac.uk/mhhe
- Follow us on Twitter: https://twitter.com/mhhehub

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Thursday, October 22, 2015

Adult Education and Open Educational Resources - new report for the European Parliament

“Adult Education and Open Educational Resources” is a 140-page “Study” released by the European Parliament research office on 15 October.

It reviews the current use of Open Educational Resources in Adult Education in Europe (with a focus on Member States of the European Union), assesses its potential and makes recommendations for policy interventions, taking account of the European Commission’s policy frameworks and those developed by the European Parliament and relevant European agencies. The majority of the research was carried out in the first five months of 2015.

The Study incorporates an Annex (starting on p. 77) including new research on over 12 Member States (with a focus on UK, France, Spain, Hungary, Sweden, Latvia, Germany and Romania), leveraging on a synthesis of existing research from a range of projects including POERUP (Policies for OER Uptake) and a 2014-15 study on Shared OER for the Joint Research Centre, augmented by more recent OER-related studies from Sero and others for the Joint Research Centre, Erasmus+ and the Lifelong Learning Programme.

It includes a Glossary (of over 80 items) and comprehensive bibliography (with over 410 entries) of papers and reports consulted.

The Executive Summary (pp. 7-9) gives a description of the report, the findings and a set of recommended policy interventions for the European Union and nearby countries.

The Study is available at:

http://www.europarl.europa.eu/thinktank/en/document.html?reference=IPOL_STU(2015)563397

The report was written by Sero with a team of advisors and country experts. Many others assisted the team in several ways – these are listed on p. 47. I was responsible for the main report and Giles Pepler was overall Editor for the Annex.

In a blog posting for the Open Education Working Group I shall summarise the recommendations and policy interventions. I hope also to encourage the country report authors/advisors to use this opportunity to provide an updated view of Open Education in their countries from the standpoint of Adult Education and Lifelong Learning.

Paul

Paul Bacsich
Coordinator, Open Education Working Group - http://education.okfn.org/blog/
Senior Consultant, Sero - http://www.serohe.co.uk/
_________
My source:
open-education mailing list
open-education AT lists.okfn.org
https://lists.okfn.org/mailman/listinfo/open-education

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Tuesday, October 20, 2015

UCL Lancet Lecture 2015 - The new universal Sustainable Development Goals for 2030: from vision to action - 12 November 2015

(forwarded from UCL London, UK)

The new universal Sustainable Development Goals for 2030: from vision to action
By Ms. Amina J. Mohammed


Ms. Mohammed works in the United Nations Secretary office as a Special Adviser on Post-2015 Development Planning and will speak about the new set of Sustainable Development Goals (SDGs) and the challenge of implementation.

Register to watch online here (free):
http://www.eventbrite.co.uk/e/2015-ucl-lancet-lecture-tickets-17920416448

My source: HIFA2015 Neil Pakenham-Walsh

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Saturday, October 17, 2015

Transformation: person, gender, arts, health services

individual
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INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group


living

person

sculpture



sculpture

24/7/365

living

1 : 4 : 9
Gilbert & George and Victoria appear together
at their studios in London ahead of Serpentine's
10th annual festival of ideas Corbis

Transformation
Institution
productivity
contracts
innovation
efficiency
technology
engagement
'unsocial hours'
'out of hours'
negotiation
power


My source: The Independent, 17 October 2015, p.7

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Thursday, October 15, 2015

Drupal 8: The stars align

Drupal 8 Release Candidate 1
Drupal 8 Release Candidate 1

I don't believe in astrology, I do it in the dark.

Amateur astronomy that is, looking at real stars. The N summer triangle is still up there (2130 BST) holding on...

The conjunctions I'm familiar with are mostly celestial but there are a couple of late that make me wonder.

The first is that Drupal 8 is now at RC 1, that is, release candidate 1 status.

There is a slide presentation on what Drupal 8 can offer:

https://docs.google.com/presentation/d/1GXK1dBSe6_QMhSkNwsgocWynlzdQFrMUouaOqA8wyUI/edit?usp=sharing

Another coincidental event is the passing of the old website 1998 - Sept 2015. Demon had been closing down operations as a hosting provider for several years 5-10 years even. In truth though as webmaster I know the site was past its sell-by-date as it was first published: static with no database, no real means of engagement, no styling, no information architecture, no interaction and without a coherent plan and attitude towards SEO and advertising. This has to change with any new site.

I jumped onboard Drupal seeing it at version 4.7 as capable of heavy lifting. As I finalise my research question and project for the next 3 years I hope that Drupal 8 will feature in my stars.

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Tuesday, October 13, 2015

RCN International Centenary Conference 2016

We are pleased to announce that the Royal College of Nursing UK is now accepting abstracts for the RCN International Centenary Conference 2016. The conference will focus on the progress of nursing, how it has improved health outcomes for patients and families, where nursing is now and its future direction whilst celebrating the Royal College of Nursing’s centenary.

We are calling for abstracts from current and emerging nursing leaders, influencers and practitioners across the profession and we welcome the voices of all nurses from practice, education and research to policy makers, nursing strategists and system leaders.

Please note these key dates for your diary:

Online abstract submission opens - 30 September 2015
Online abstract submission closes - 30 November 2015
Outcome of abstract communicated - 4 January 2016
Conference dates - 22 and 23 November 2016

Please see the link below for further information:
http://www.rcn.org.uk/newsevents/event_details/rcn_eventsms/rcn-centenary-conference

Ilona Johnston
Assistant International Adviser (Global Health)
(Working days: Monday, Tuesday, Wednesday)
Royal College of Nursing | Policy and International Department
20 Cavendish Square
London, W1G 0RN
Tel: 00 44 20 7647 3805 | Email: ilona.johnston AT rcn.org.uk

HIFA (my source) profile: Ilona Johnston is an Assistant International Adviser (Global Health) at the Royal College of Nursing, Policy and International Department, London, UK. ilona.johnston AT rcn.org.uk
__________
5 Oct-5 Nov 2015: HIFA is hosting a thematic discussion on Achieving the new global health targets, sponsored by the Canadian Society for International Health, the Global Health Research - Capacity Strengthening (GHR-CAPS) Program and The Lancet. More info: http://www.hifa2015.org/sponsored-discussions/achieving-the-new-global-health-targets

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Monday, October 12, 2015

States of Being - Ai Weiwei

individual
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INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group
Ai Weiwei photo
Ai Weiwei Dropping a Han Dynasty Urn, 1995


Ai Weiwei photo
Ai Weiwei Dropping a Han Dynasty Urn, 1995

This exhibition is well worth a visit.

Acknowledgement i: Ai Weiwei having his passport returned.
Acknowledgement ii: For a would-be traveller to Halkidiki to possibly experience an Earth tremor, the exhibits about the Sichuan earthquake are thought provoking and sobering.
Acknowledgement iii: There is another photograph of course: it lies all within and without the model. It is spiritual, suspended, a journey, kinetic and potential all at once.

Photographs Ai Weiwei
c/o http://www.electronicbeats.net/hans-ulrich-obrist-visits-ai-weiwei/

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Wednesday, October 07, 2015

"Running on Empty?" Four Thought

Four Thought
BBC Radio 4

Why Run?

Where is the Spiritual?
How to find it?
How not to corrupt it?
How to rejoice in it?

individual
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INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group
MIND
BODY

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Tuesday, October 06, 2015

Call for Papers “Special Issue on Awareness and Reflection in Technology-Enhanced Learning” (IJTEL)

Deadline: November 15th, 2015

Awareness and reflection are viewed differently across the disciplines informing technology-enhanced learning (including CSCW, psychology, educational sciences and computer science).

Considering the multitude of views on awareness and reflection distributed over a wide range of disciplines, we are aiming to present a special issue in which answers to the following questions can be found:

  • How can awareness and reflection support learning in different settings (work, education, continuing professional development, lifelong learning, etc.)?
  • What are the roles that technology can play in these contexts to support awareness and reflection for learning?
The issue will carry revised and substantially extended versions of selected papers presented at the ARTEL workshops at the European Conference on Technology-Enhanced Learning, but we also strongly encourage researchers unable to participate in the conference to submit articles for this call.

Subject Coverage

Suitable topics include, but are not limited to, the following:
  • Theoretical discussion of awareness and reflection in TEL and related concepts (e.g. collaborative learning, creativity techniques, experiential learning, etc.)
  • Methodologies to identify, study and analyse awareness and reflection in the context of (technology-enhanced) learning (quantitative and qualitative methods, learning analytics, visualisations, etc.)
  • Empirical studies about technology support for awareness and reflection
  • Technology (design, application, evaluation) supporting awareness and reflection
  • Designing awareness and reflection in TEL applications and processes
  • Using awareness and reflection support to enhance the learning experience
  • Awareness of social context, knowledge, artefacts and processes
  • Awareness and reflection in specific contexts, such as higher education, work-integrated learning, learning networks, etc.
We cordially invite you to submit a paper to the IJTEL Special Issue on Awareness and Reflection in Technology-Enhanced Learning: http://www.inderscience.com/info/ingeneral/cfp.php?id=2965

Deadline is November 15th, 2015.

Kind regards, and looking forward to your submission,

Viktoria Pammer
Milos Kravcik, Alexander Mikroyannidis, Michael Prilla and Thomas Ullman

==
The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England & Wales and a charity registered in Scotland (SC 038302). The Open University is authorised and regulated by the Financial Conduct Authority.
______________________
open-education mailing list
open-education AT lists.okfn.org
https://lists.okfn.org/mailman/listinfo/open-education

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Monday, October 05, 2015

The Health Literacy Place launch

COSLA Buildings, Verity House, 19 Haymarket Yards, Edinburgh, EH12 5BH
Thursday 22nd October, 12.00-4.30 (incl lunch)

NHS Education for Scotland Knowledge Services has developed the new Health Literacy Place website to deliver on a key objectives within the national Health Literacy Action Plan. The Health Literacy Place is designed to be the "Go to" place for health literacy tools and support in Scotland. This launch event will raise awareness of the benefits of health literacy to safe, person-centred and effective care, and will promote examples of existing good practice and innovation in Scotland. It will showcase the new platform's resources and facilities to support health literacy-sensitive practice among the health and social care workforce, and will energise development of the national network of health literacy champions and supporters.

This exciting event is free to attend and is taking place in Edinburgh on the afternoon of Thursday 22nd October. Health literacy works across boundaries of discipline and sector to support the whole patient experience. Health and social care staff from statutory, independent and third sectors are all welcome to attend. As October is Health Literacy Month, this is a great time to hold this event and to share information relating to the subject: look out for other health literacy messages and promotions over the coming month. We would be most grateful if you could share details of this event with staff and colleagues to make them aware of this opportunity and resource.

To book a place, please RSVP to sandra.campbell AT nes.scot.nhs.uk by close of play on Wednesday 7th October, stating your name, job title, organisation and any special requirements e.g. diet, access. To find out any more about the event and other health literacy queries, please contact lindsey.murphy AT nes.scot.nhs.uk

My source: j.protheroe AT keele.ac.uk

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Sunday, October 04, 2015

Stamping about the world and Hodges' model

I don't know if they say things about stamp collectors but there's one over here. In mitigation I'm of the dormant type, it's more about buying gifts for junior family members. Things to keep if the recipients are minded to. Over the years stamps have taught me a great deal: the rise plateau and fall of an empire; the changing face of Africa and the 'Rest of the World', the politics of the world and the truth and lies behind geographic projections. Like painting, drawing and other possibilities the stamps are there, imprinted on my brain as a possible thing to do.

As a mental health nurse I've come across many people (demographically predictably usually males) who have planned for retirement for quite a while and then when it happens the impact is a psychological sledgehammer. While it's also surprising to learn of the people who do not have any interests, you can also see how trite, inappropriate, insensitive ... the question of "Do you have any hobbies?" can seem.

That's because when you listen and hear:

the harried, hesitant, hopeless bound accounts of not knowing who is looking back in the mirror in a morning. Why am I standing there at all? Walking the dog, whatever the month, you see the crucial umbilicus is failing. The one that connects me simultaneously to myself, others, the world at large and joie de vivre:

then you know.

Then you listen and watch for the positive change working with colleagues. You look for the chinks of light that might show the darkness is perforating and the light shows through. Maybe then there is promise in hobbies and interests of all kinds. Keeping mind, spirit and body active, alive. 

Maybe though - it is just being able to be once again.

individual
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INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group
Stamp from Italy: Dr. Arieti
Stamp from Italy: Dr. Arieti

Einstein - Stamp
Source: http://rainbowstampnews.blogspot.co.uk/


Cromwell's Key Victory at the Battle of Dunbar
Buckingham Covers:
Cromwell's Key Victory at the Battle of Dunbar *
End Violence Against Children
UN Stamps:
End Violence Against Children


Links:
http://aapdp.org/index.php/new-meetings/meeting-details/15th_joint_meeting_with_opifer_-_pisa_italy_-_october_11-12_2014/ Italian stamp

Rainbow Stamps News Hungarian stamp

Buckingham Covers: First Day Cover England Civil War

UN stamps

*I realise a civil war is pretty political, here I am putting it in a sociohistorical context.

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Saturday, October 03, 2015

La Familia: since 1971 (change in the Sociology domain)

individual
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INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
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group



Isabel Oliver's La Familia (from the series La Mujer) 1971
Photo: Isabel Oliver


See also:

Changing families and households, The King's Fund

Demographic Perspectives on Family Change, Toward an Integrated Science of Research on Families: Workshop Report. NCBI.

Encyclopedia of Human Services and Diversity, SAGE Publications Ltd.

Family Formation in 21st Century Australia, Springer

Photo source:
The Telegraph
Move over Andy Warhol: Let's hear it for the forgotten women of pop art
I hope to visit the pop art exhibition at Tate Modern next weekend.

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Friday, October 02, 2015

Health care in the time of austerity and the funding divide: 'scrub epic veils'

individual
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INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
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group



FUN 
?

'PUBLIC'
 DING
?

'AGENCY'


Smyth, C. (2015) Locum paid £500,000 as costs sore soar for the NHS, Doctor's deal reignites row over 'rip-off' agencies..., The Times, 2 October, p.1. (My source)


'scrub epic veils' = 'public services'
c/o http://wordsmith.org/anagram/index.html

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Thursday, October 01, 2015

Borges & Forés: The Role of the Online Learners and the Four Competentional Clusters (Khan & Ally, Eds. 2015)

individual
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INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
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group

Metacognitive

Operational

Relational


Academic


Since receiving the e-learning handbooks edited by Khan and Ally (2015) in April there have been several challenges; studies, sickness in the family and full-time work. I'm up to chapter 13 of Volume 1 and I have learned a great deal thus far. The first volume is already serving as an excellent primer on e-learning for someone in full-time clinical work, studying by distance learning and with teaching and mentoring experience.

Internal Handbook of E-Learning Vol. 1
The above table is derived from chapter 13 by Federico Borges and Anna Forés.

I have superimposed Borges' four competentional clusters onto Hodges' model. There is also a figure (13.1) that seeks to show that:
  • there is no hierarchy among the competences,
  • competences are all interrelated,
  • more than one competence can occur at the same time,
  • competences are manifested when needed and as needed (p.199).

This can also be related to the 4P's


purpose

process
practise
policy



Borges, F. and Forés, A. (2015) The Role of the Online Learner, Chap. 13 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 197-206.

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