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Publication Detail
Digital education and the Connected Curriculum: towards a connected learning environment
  • Publication Type:
  • Authors:
    Kennedy E, Neumann T, Rowett S, Strawbridge F
  • Publisher:
    UCL Press
  • Publication date:
  • Place of publication:
  • Pagination:
    188, 202
  • Chapter number:
  • Editors:
    Carnell B,Fung D
  • ISBN-13:
  • Medium:
    Hardback, paperback, epub, Open Access PDF
  • Status:
  • Book title:
    Developing the Higher Education curriculum: research-based education in practice
  • Language:
  • Keywords:
    Digital education, e-learning, virtual learning environments, learning environments, education strategy, social networks
  • Addresses:
    University College London, London
    UCL Knowledge Lab
    23-29 Emerald Street
    United Kingdom
UCL is currently embarking on a major initiative to reshape its approach to teaching and learning to draw on its strengths in research while taking account of the current and future needs of students in a fast-changing, interconnected and globalised economy. The educational vision driving this is the Connected Curriculum (Fung 2017), outlined in the Editors’ introduction. The Connected Curriculum has been defined as ‘a plan for a joined up approach to education’ which will put research-based learning and teaching at the heart of UCL. Digital education will be at the core of the Connected Curriculum; in particular, it will be key support for dimension 6, ‘Students connect with each other, across phases and with alumni’; it will also provide tools for dimension 5, ‘Students learn to produce outputs – assessments directed at an audience’. As a result, UCL is in the process of creating a Connected Learning Environment (CLE) that will use digital education to support these and other dimensions of the Connected Curriculum. This chapter reports on the background to this project, the way we conceive of our anticipated digital environment and the rationale for its creation. While the CLE is not yet in place, the authors have spent the last two years undertaking a phased investigation to examine UCL’s existing online learning environment, conducting individual and focus group interviews and workshops with staff and students to gather their perspectives on current and future digital support, and exploring new developments in learning technology and online learning. Our conclusions have helped us identify what our CLE will look like and start the process of implementing our vision.
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