Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24697
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dc.contributor.authorLooi, Chee Kit-
dc.date.accessioned2022-11-24T03:14:21Z-
dc.date.available2022-11-24T03:14:21Z-
dc.date.issued2022-
dc.identifier.citationLooi, C. K. (2022). Moving towards narratives of what learning in the future can or should be? Unfettering assumptions and beliefs. OER Knowledge Bites, 17, 25.-
dc.identifier.urihttp://hdl.handle.net/10497/24697-
dc.description.abstractFor decades, scholars, futurists and writers have been thinking about the future of learning. Their visions are based on questioning the assumptions and beliefs of learning and education during their different eras. For example, in his book Deschooling Education written some time back, Ivan Illich argued the oppressive structure of the school system could not be reformed as it is too institutionalized. Allan Collins wrote that education systems need to move from a focus on broad knowledge acquisition to one developing beneficial habits of mind.-
dc.language.isoen-
dc.publisherNational Institute of Education (Singapore)-
dc.relation.ispartofOER Knowledge Bites-
dc.rightsCopyright National Institute of Education (Singapore)-
dc.titleMoving towards narratives of what learning in the future can or should be? Unfettering assumptions and beliefs-
dc.typeArticle-
local.message.claim2022-11-29T09:42:04.239+0800|||rp00107|||submit_approve|||dc_contributor_author|||None*
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
item.languageiso639-1en-
item.openairetypeArticle-
item.grantfulltextOpen-
item.cerifentitytypePublications-
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