This paper looks at how the educational design process changes with technology and provides a few examples of how modern tools and techniques are being used and implemented to design high quality (socio)-constructivist learning environments. It proposes an integrated model for learning design supported by implemented case-studies in the context of learning transformation processes that are ongoing at the University of Mauritius. The aim is to demonstrate how the blending of innovative technologies and pedagogies can result in high quality constructive learning experiences that eliminate the ‘distance’ paradox in so-called distance learning environments.
Research on society, culture, art, neuroscience, cognition, thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, thinkers ++
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