Self-Directed Learning in the Age of Open Source, Open Hardware and 3D Printing

Novak, JI

Self-Directed Learning in the Age of Open Source, Open Hardware and 3D Printing

Novak, JI

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Publisher:: IGI Global
Publication Type:: Chapter
Citation:: Ubiquitous Inclusive Learning in a Digital Era, 2019, pp. 154 - 178
Issue Date:: 2019

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Field	Value	Language
dc.contributor.author	Novak, JI https://orcid.org/0000-0003-4082-4322	en_US
dc.contributor.editor	Ossiannilsson, E	en_US
dc.date.issued	2019	en_US
dc.identifier.citation	Ubiquitous Inclusive Learning in a Digital Era, 2019, pp. 154 - 178	en_US
dc.identifier.isbn	1522562923	en_US
dc.identifier.isbn	9781522562924	en_US
dc.identifier.uri	http://hdl.handle.net/10453/127707
dc.description.abstract	This chapter investigates the role of online communities in the future of learning. It considers the paradigm shift from the “push” of more formal educational models, to the notion of “pull” whereby people actively pursue personalized learning experiences. Empowered by the Internet and ability to access information and connect to each other at any time, massive online communities are building vast pools of information around specialized topics such as 3D printing, coding and electronics. This chapter discusses the role of these digital technologies in transforming educational models. It provides an argument that practice-led, self-directed research is changing the way people engage with learning. The argument is supported by examples of practice from online communities, university and school education, drawing together key considerations for the future of education that are particularly relevant for technology and educational researchers, teachers across disciplines and those developing higher-level curriculum directives.	en_US
dc.publisher	IGI Global	en_US
dc.relation.ispartof	Ubiquitous Inclusive Learning in a Digital Era	en_US
dc.relation.isbasedon	10.4018/978-1-5225-6292-4.ch007	en_US
dc.title	Self-Directed Learning in the Age of Open Source, Open Hardware and 3D Printing	en_US
dc.type	Chapter
utslib.location	United States	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	United States	en_US
pubs.publication-status	Published	en_US

Abstract:

This chapter investigates the role of online communities in the future of learning. It considers the paradigm shift from the “push” of more formal educational models, to the notion of “pull” whereby people actively pursue personalized learning experiences. Empowered by the Internet and ability to access information and connect to each other at any time, massive online communities are building vast pools of information around specialized topics such as 3D printing, coding and electronics. This chapter discusses the role of these digital technologies in transforming educational models. It provides an argument that practice-led, self-directed research is changing the way people engage with learning. The argument is supported by examples of practice from online communities, university and school education, drawing together key considerations for the future of education that are particularly relevant for technology and educational researchers, teachers across disciplines and those developing higher-level curriculum directives.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/127707