Sunday, March 16, 2014


Abbotsford Community Services diversity mural by University of the Fraser Valley
By now, you need to have decided on a working definition of flexible learning and started exploring the flexibility of your course(s) using Casey & Wilson's (2005) Flexibility Continuum.  If you have managed to explore some examples of flexible learning that is even better.

How are you going with the learning objectives for the topic: What is Flexible learning?
  • Define flexible learning in your context.
  • Explore principles and processes of flexible learning and teaching.
  • Investigate multiple dimensions of flexible learning.
  • Critique a variety of examples of existing flexible learning and teaching options.
  • Reflect on how the dimensions of flexible learning could be applied in your context.
Activities, two and three relate to the first topic. 
Reference: Use the flexibility grid - Table 2.2, p. 7 & 8, and also Appendix 3, p. 41-44 in A practical guide to providing flexible learning in further and higher education by Casey, J. & Wilson, P. (2005). 

If you are following the schedule, Diversity is the topic you need to be working on now. However, the schedule is only a guide so don't be too hard on yourself if you are at a different stage.

Why do we need to have a grasp on diversity to understand the 
concepts of flexible learning? 

Understanding who your students are, how they learn and what will encourage them to engage with your subject will optimise equitable access to the learning environment. Is it true to say that only by acknowledging difference can we be inclusive? Or is it fairer to say that good learning design is inclusive by default? What is diversity? What is culture? How is cultural diversity relevant to your teaching?

Where to start? 
Check out the materials on WikiEducator about Diversity. Activity Four will guide you. Check out this short four minute video about how diversity can impact on learning.

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