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Developing online learning with the 'Ripple Effect'

Ferriday, Rebecca 2015. Developing online learning with the 'Ripple Effect'. Presented at: INTED2015: 9th International Technology, Education and Development Conference, Madrid, Spain, 2-4 March 2015. Proceedings of INTED2015 Conference 2nd-4th March 2015, Madrid, Spain. 0652-0656.

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Online learning can often be a passive and somewhat ‘linear’ experience, with students working through content at a pace and level pre-determined by the curriculum to which they are aligned and with little or no opportunity to differentiate. The ‘ripple effect’ highlighted in this study adheres to the following format: a specific theme or concept is introduced to students. This theme can be likened to a pebble being dropped into water. Ripples emanate from this pebble (or theme) in concentric rings, with each ring examining the central concept at a deeper level of cognition than the level before it. Cardiff University’s School of Healthcare Sciences (HCARE) has developed a number of online, selfstudy resources for physiotherapy students based upon this ripple effect. Students are introduced to a concept, and are then invited to choose their own pathway through the resource in order to learn more about this central conceit, only stopping when they feel that their desired level of understanding has been reached. Key information that students must be aware of in order to complete their course of study is presented within the first two or three ‘rings’ of learning – any subsequent, deeper rings contain supplementary information and activities that students are not required by the curricula to know, but may choose to access in order to gain a deeper level of understanding beyond the knowledge that is required. This allows study to become self-directed and for students to take ‘ownership’ of their own learning.

Item Type: Conference or Workshop Item (Paper)
Date Type: Publication
Status: Published
Schools: Healthcare Sciences
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
ISBN: 9788460657637
Date of First Compliant Deposit: 30 March 2016
Last Modified: 04 Jun 2017 08:01

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