The Waikato Institute of Technology (NEW ZEALAND)
About this paper:
Appears in: EDULEARN09 Proceedings
Publication year: 2009
Pages: 167-168
ISBN: 978-84-612-9801-3
ISSN: 2340-1117
Conference name: 1st International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2009
Location: Barcelona ,Spain
Access to information and educational materials, as well as communications between learners, educators and educational institutions, have been transformed as a result of the availability of low-cost computers, the development of sophisticated web browsers, increased connectivity to high-bandwidth telecommunications and the increased access to a range of digital databases (Statistics New Zealand, 2007; HEFCE, 2005).

Flexibility in course delivery must be considered by educational institutions who wish to provide high quality learning opportunities to learners who are otherwise unable to access education through conventional face-to-face modes of delivery (Clayton & Elliott, 2007). Moreover, not only do educators need to be convinced that embedding flexible learning in the culture of the educational institution will enhance the learning experiences of participants, but they also need to feel pedagogically and technically confident of operating successfully in this new environment. Both these requirements can be addressed by the provision of ongoing and relevant professional development (Mitchell, Clayton, Gower, Barr & Bright, 2005).

The Emerging Technologies Centre at the Waikato Institute of Technology (Wintec) has created a pictorial conceptual framework to illustrate to staff the benefits of undertaking ongoing professional development in flexible learning. It is envisaged that this framework will also be used to guide the development and delivery of flexible learning initiatives offered by Capability Development team members.

This poster presentation will show how this conceptual framework is underpinned by three As, Cs and Es, hence the name A.C.E. Conceptual Framework. The three As are aligned with the identifiable stages of a project life cycle: awareness, action and accomplishment. The framework also aligns with what Wintec considers to be the three foundation pillars of flexible learning (Clayton, Elliott, Twohey, 2009): context, content and capability, with progression to an indicator layer conceptualized by the team as the 3Es, enabled, engaged and empowered.


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