Takes up the challenge of exploration by providing an introduction to historical, theoretical, and practical perspectives around technology-enabled learning environments. Participation in the course will be layered - doctoral students will participate (1) as prosumers learning within construction environments, (2) as instructional designers creating technology-enabled prosumer environments, and (3) as graduate students/researchers reading, researching and meta-cognitively reflecting on the theories, experiences, obstacles, and possibilities of technology-enabled learning environments that go beyond "student- as-consumer" and discourse-oriented strategies.
Key concepts include unique characteristics of and potential for distributed learning, blended
learning, collaborative, personalized, e-learning, mobile learning, simulations, gaming and virtual reality and how these human experiences might be accessed in both ICT-enhanced and ICT-impoverish contexts.