Flexible Learning Strategies 2016 CELT Vol IX in First through Fourth-Year Courses celt.uwindsor.ca www.stlhe.ca Alice Cassidy, Guopeng Fu, Will Valley, Cyprien Lomas, Eduardo Jovel, and Andrew Riseman University of British Columbia Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. Examples of strategies include: digital media-based assignments; iClicker and on-line quizzes; a librarian- created tutorial and links to copyright-cleared readings; use of Calibrated Peer Review as formative feedback; TurnItIn for self-review; wiki sites, group blogs and community work through Community-based Action Research (CBAR) conducted through the pedagogy of Community-Based Experiential-Learning (CBEL). We believe that the transferability of our experiences and findings is most relevant to educators seeking to create learning experiences that increase student engagement with complexity and uncertainty. FL approaches can help educators create learning environments that more closely resemble the contexts that students find upon graduation. Introduction what Flexible Learning meant to them, answered with many different attributes and ideas. Posting to a live We present how Flexible Learning (FL), a in-session wiki site, participants provided the pedagogical approach allowing flexibility of following attributes: multiple learning strategies, time, place, and audience, including the use of stakeholders, choices of assessment, and instruction; technologies (Khan, 2007), is integrated within a core different places and spaces such as field trips, farms, curriculum of 1st through 4th year courses in the industry, and community; and keywords including Faculty of Land and Food Systems (LFS) at the student centered, flexible access, constantly evolved, University of British Columbia. We first introduce adaptable, and emphasis on learning Flexible Learning, its various definitions and (go.library.ubc.ca/s5fnGK). attributes, and describe what has been done by others. Similar to many topics in teaching and After a brief overview of the history of FL within the learning, participants used different terms faculty, we share examples of FL strategies applied in synonymously. For example, project based learning, four courses in the Land, Food, & Community (LFC) blended learning, mixed mode, flipped classroom, Series (core series), from 1st through 4th year. experimental, and democratic learning were all used in reference to FL. Definitions of flexible learning Definitions provided by the UBC’s strategic plan, Place and Promise: The UBC Plan (University of Society for Teaching and Learning in Higher British Columbia, 2012), which emerged through Education (STLHE) session participants, when asked 83 Collected Essays on Learning and Teaching, Vol. IX consultation with faculty, staff, students, alumni, and of practice” (p. 13). FL strategies allow the LFC community members, identified improving student teaching teams to think beyond the lecture, lab, or learning as the number one strategic priority for the tutorial, and involve students in pedagogical activities future of UBC. One operational action in support of that challenge the taken-for-granted assumptions this priority included implementing the Flexible about where, when, and with whom learning occurs. Learning Initiative, a campus-wide, multi-pronged In this way, students can perform in contexts that strategy. UBC’s Flexible Learning Initiative is more closely mimic the settings in which designed to involve instructors, students, and off- professionals act. campus stakeholders in enhancing the educational The purpose of the Land, Food and experience at our institution. Community (LFC) series is to prepare students to The Initiative defines FL for instructors as become future professionals capable of working “evidence-based, technology-enabled teaching collaboratively to address integrative food system methods that improve the learning experience for a issues, such as food system sustainability, food broader student community”; for students, it is security, and food sovereignty. Courses within the presented as “more choice, engagement and success”; LFC series aim to create learning opportunities that and for all stakeholders, it is offered as “an evolving encourage students to become citizens, professionals, portfolio of activities and resources transforming and leaders who understand the opportunities and education at UBC” (flexible.learning.ubc.ca/). The obstacles to creating regional, national, and global UBC website also includes research papers, case food systems that are ecologically, socially, and studies, and other support to enhance Flexible economically sustainable. After completing the LFC Learning within individuals’ own learning series, students will be able to: environments. 1. Apply systems approaches to analyze food In the Faculty of Land and Food Systems systems issues involved in building healthy, (LFS), and in particular for our Land, Food and sustainable communities. Community (LFC) core series of courses, we define 2. Select, critically evaluate, and integrate FL as a set of strategies to increase the diversity of inter-disciplinary evidence relating to food learning contexts and experiences that allow students systems issues. to demonstrate course-specific learning objectives. It 3. Assess, plan, implement, and evaluate is an approach that enables pedagogical actions to address local and global food (implementation, interaction, assessment, and media systems challenges. of instruction) and logistical (location, time, and pace 4. Collaborate and communicate effectively of learning) flexibility in teaching the LFC courses. and professionally as members of diverse We see a future definition of FL as “Anytime, stakeholder teams. anywhere, anyone.” 5. Critically reflect on personal growth, Our overall objective is to prepare our learning, and responsibilities as professionals students to become future professionals in the addressing food systems issues. modern food system: a context recognized as complex The series is comprised of six courses, from and full of uncertainty (iPES-FOOD, 2015). We 1st through 4th year, with class sizes ranging from 27 believe FL strategies create opportunities for, and to 300 students per course, or for multi-section support students in, learning experiences in contexts courses, per section. In this paper, we focus on four of uncertainty. As Shulman (2005) states, “a courses (LFS 150, 250, 350, and 450) which integrate characteristic of all professions is that professions are FL approaches to create combinations of flipped, fields in which people make decisions and act under blended, and active learning opportunities across conditions of unavoidable uncertainty. And so the four-year degree programs. very uncertainty that is essential to the pedagogy is also socializing future professionals to the conditions 84 Flexible Learning Strategies What Does the Published Literature different strategies for different situations (Fullan, 1982). Tell Us? To Khan (2007), Flexible Learning is learner-centred but encompasses interactive learning The term Flexible Learning (FL) has been introduced environments, internet and digital technologies, as and used in higher education and professional well as instructional design principles. Khan (2007) training for more than twenty years (Nikolova & notes that flexibility means “on-demand, Collis, 1998). The term is often defined and used anytime/anywhere high-quality learning environ- literally – increased flexibility in learning. It is ments with good support services” (p. 1), speculating purposely integrated into multiple aspects of higher that more institutions will offer flexible learning to education, including course delivery, logistics, entry students worldwide in the future. requirements, time, locations, pedagogies, course Luckin et al., (2010) used mobile technology content, assessments, and learning outcomes to create a Flexible Learning environment and (Wilkinson, Forbes, Bloomfield, & Gee, 2004; explored how technology-based learning context Willmot & McLean, 1994). The various published influenced students’ learning. Demetriadis and definitions of FL share two common characteristics: Pombortsis (2007) investigated how the level of student-centered and technology-based. While we students’ learning was changed when using e-lectures agree that FL should be student-centered in terms to increase the flexibility of the learning experience. that students take initiative and responsibility for Dorrian and Wache (2009) introduced an online their learning, our definition of FL emphasizes the approach to Flexible Learning for a first year nursing flexibility of pedagogy and logistics, which may or course and evaluated the flexible delivery techniques. may not include a technological aspect. Chen, Bennett, and Maton (2008) reported two cases In the 1990s, several scholars developed their of how Chinese international students adapt to an definitions of Flexible Learning and elaborated the online Flexible Learning delivery environment in an connotation of flexibility. While varying in wording, Australian university. these definitions are mostly student/learner-centred. Several studies report positive outcomes of For example, Van den Brande (1993) stated that integrating FL strategies in their contexts: FL “flexible learning is enabling learners to learn when strategies helped students achieve learning outcomes they want (frequency, timing, duration), how they and become autonomous learners; FL strategies also want (modes of learning), and what they want (that is provided rich and appropriate support for students learners can define what constitutes learning to (Dorrian & Wache, 2009; Wilkinson, Forbes, them)” (p. 2). Some consider that Flexible Learning Bloomfield, & Gee, 2004; Willmot & McLean, refers to student activities “which supplements and 1994). However, Chen et al. (2008) found that enhances classroom teaching; and, actively involves temporal and spatial flexibility of online learning students in taking responsibility for planning and provided limited benefits for full-time on-campus completing work in ways adapted to their individual students; moreover, the text-based communication of needs; with appropriate support being provided online learning did not enhance learners’ where necessary” (Willmot & McLean, 1994, p. participation. 100). At the University of Technology, Sydney, a Most of the studies we found confine FL to research team implemented an innovation of Flexible online or mobile settings, and in single courses. We Learning design, defined as a process to identify the found only a few examples that consider non-online unique learning needs (such as backgrounds and teaching strategies as FL (Khan, 2007), explore how abilities) of each group of learners and match such FL strategies are used in agriculture and food-related needs with entry standards, content, learning disciplines (Rojas, 2009) and found no work done strategies, participation times, and locations (Scott, regarding how a series of courses systematically 1996). Flexibility, in this case, is rooted in scaffolds FL strategies from 1st through 4th year. contingentlearning, which encourages the use of 85 Collected Essays on Learning and Teaching, Vol. IX Snapshot of Flexible Learning in and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. the Faculty of Land and Food A selection of Flexible Learning strategies Systems and examples used is shown in Table 1. A key goal of these strategies is to scale up from 1st through 4th year. For example, we use a common evaluation framework The LFC series emerged from traditional agriculture and shared resources with a common ‘look and feel’, curricula used in the Faculty of Land and Food such as librarian-created web tutorials, course Systems to address challenges of the agro-food system, websites, and tools. While resources are similar, they including the decline of agricultural extension services introduce greater complexity in each subsequent year. in Canada (Milburn, Mulley, & Kline, 2010). Changes to the curricula included the introduction of Objectives and Aspects of Course an agroecological framework, use of Problem-Based Learning (PBL) pedagogies, Community Service- Design Learning, Community-Based Research, and use of information technology. The new curricula also LFS 150 (wiki.ubc.ca/Course:LFS150), the newest incorporated basic concepts of sustainable addition to the core series, introduces communicating development and scrutinized the effect of concepts of food systems and links to human and anthropogenic activity on the environment at local environmental health through writing. Key elements and global scales. include writing argumentative essays, evaluating The LFC series provides students with tools evidence, and searching for and citing references to and skills needed to explore the nexus between land, support claims. It is a small-class experience (~ 27 food, nutrition, and health (Fan & Brzeska, 2012), students per section) with an emphasis on active while assessing the socio-economic, ecological, and participation. Teaching Assistants (TAs) are integral technological components of agro-food systems and to the course, leading activities during many classes their impacts on communities. The use of mixed and occasionally teaching the whole class. A course pedagogies and delivery modalities (e.g., Flexible coordinator supports the teaching team through Learning, CBEL) supported by UBC IT (it.ubc.ca/) curricular updates, creation of shared course material has contributed to increasing engagement across (both hard copy and online), trouble-shooting, and units, promoting interprofessional responses to facilitating regular teaching team meetings community priorities, and fostering social throughout the term. responsibility and the development of culturally Students write assignments both in and out appropriate food systems frameworks (Rojas, Sipos, of class that include reflections, notes on readings, & Valley, 2012). writing to a prompt, and a term paper with several stages. Assignments are intended to both demonstrate the value of an iterative approach to writing and to Our Flexible Learning Strategies provide students with several forms of formative feedback. and Examples Out-of-class work, including several ‘Flexible Days’ each term, where students work on their own Each course in the LFC series is designed to allow and do not attend class, rely on several technologies. students to achieve the overall learning objectives of These include: links from the course management the series. FL approaches in each course are integrated system to online readings, videos, and a librarian- to allow students to achieve course-specific learning created tutorial; Calibrated Peer Review objectives. We describe our FL strategies and (cpr.molsci.ucla.edu/Home.aspx) through which examples framed by three key themes: 1) objectives students give and receive anonymous feedback on peers’ writing); and TurnItIn (turnitin.com/) to help 86 Flexible Learning Strategies Table 1 Summary of Core Courses, Aspects of Course Design, Flexible Learning Strategies and Examples, and Related Evaluations and Assessment Course number Number of instructors/Number of TAs. Number of Key Flexible Learning Strategies and name Other roles noted students/Credits LFS 150 4-5/-2-3 27 x 5 sections = • Out of class homework linked Scholarly Writing 1 course coordinator ~ 140 students/3 to in-class activities and • Library copyright-cleared online Argumentation in readings the Faculty of • Some ‘Flexible Fridays’ Land and Food • TurnItIn Systems • Calibrated Peer Review (CPR) LFS 250 1/10 ~ 300/6 • On-line modules (e.g. digital Land, Food, & 1 course coordinator media skills & information Community I literacy) • Field trips • 4 of 26 sessions: CBEL • 60 group CBEL projects • 108 school partners • On-line quizzes • Digital media-based assignments • Data collection, organization and representation • Technology-enhanced lecture feedback system LFS 350 2/4 ~ 300/6 • 5 of 13 sessions: flipped & Land, Food, & blended, in community Community II • 48 group CBEL projects • 14 community partners • On-line course notes • Communication by group blogs • Digital media presentations • Wiki presentation of final reports LFS 450 1/1 ~ 35 – 60/3 • 7 of 13 classes: CBAR Land, Food, & 1 course coordinator • Course wiki for notes and Community III resources • Reflection • Book review • 6-8 group CBEL projects • 12-15 community partners 87 Collected Essays on Learning and Teaching, Vol. IX students improve their ability to paraphrase and as part of the projects goal to increase food-related appropriately cite references. knowledge and skills in Vancouver schools. In The course makes purposeful connections 2006, instructors of LFS 350 created the UBC- between out-of-class and in-class activities, such as based Community Food System Project (CFSP), in when homework (be it a reading, video, or partnerships with community food system organiz- completion of a worksheet) is the focus of activities ations across BC, to contribute to expanding in the next class. We have evidence from student Community-Based Experiential-Learning (CBEL) surveys, written reflections, and assignment grades, opportunities focused on urban and rural food that these examples of FL help students meet the security issues. Since 2001, LFS 450 students have intended course learning objectives, which includes worked with staff across UBC through the Campus the skills of generating ideas, viewing, reading, Food System project. In a consultant-like role, writing, discussing, editing, providing feedback, students meet with campus stakeholders to identify, and summarizing (Cassidy & Chapman, 2014). propose, implement, and evaluate strategies to Our 2nd, 3rd, and 4th year courses are increase the sustainability of the campus food intentionally integrated with Community-Based system. Action Research (CBAR) projects. CBAR In LFS 250, students begin the process of methodology enables communities and academics becoming food systems thinkers by analyzing global to collaborate and explore solutions to challenges and regional food systems through theory and identified by the community (Stringer, 2007). personal experience. By participating in Instructors of each course developed food-related interdisciplinary group work, students learn about CBAR projects and enhanced student involvement complex food system issues and how their through the pedagogy of Community-Based disciplines contribute to addressing food system Experiential Learning (CBEL; Bringle, Clayton, & sustainability, food security, and food sovereignty. Price, 2009). Students conduct school food system environment Student activities in CBAR projects are assessments in Vancouver public schools as part of structured towards contributing to local food their Community-Based Experiential Learning system enhancement and providing an opportunity activities. for students to leave the physical classroom and Flexible Learning strategies in LFS 250 become agents of change. The CBAR projects include on-line notes for each session; librarian- associated with each of LFS 250, 350, and 450 created tutorials; and an on-line course discussion embed research processes within curricular forum (for within lecture and outside of class time). activities, seeking to further create positive Four out of 26 sessions require students to meet in synergies between teaching and learning, research, a community setting, including field trips to the and community service. We consider this campus organic farm, a regional dairy farm, as well integration a cornerstone of our Flexible Learning as site visits to Vancouver public schools. Students approach, introducing new contexts, activities, and complete weekly on-line quizzes before coming to stakeholders into the learning process. lecture through the course management system From 2001 to 2008, students from LFS (Blackboard Connect) and perform data collection, 250 (lfs-250.sites.olt.ubc.ca/) investigated issues of organization, and representation through the Fluid food security in each of Vancouver’s Survey’s app (fluidsurveys.com/blog/iphone-and- neighbourhoods. In 2009, the course transitioned android-mobile-app/) for smart phones or tablets. to a partnership with the Vancouver School District LFS 350 (www.lfs-350a.sites.olt.ubc.ca) is through the Social Sciences and Humanities designed to follow the foundation established in Research Council (SSHRC)-funded LFS 150 and 250 for the study of land and food Think&EatGreen@School project. Students con- systems. Using the UBC Community-Based ducted food literacy workshops in K-12 classrooms Experiential-Learning (CBEL) projects as our main 88 Flexible Learning Strategies focus, LFS 350 students research and act on food integrative, interdisciplinary setting. The central and agriculture issues of concern in partner theme of this course is the envisioning, planning, communities throughout BC. These communities implementation, and evaluation of projects aimed include non-governmental organizations, industry, at improving the campus food system in terms of government, and individuals located mainly in its ecological, economic, and social sustainability. Vancouver, Richmond, and Delta. They also In addition, dissemination of information related include smaller, rural, and remote BC to these projects is viewed as critical to their success. communities. The overarching goal of LFS 350 is With this theme in mind, all course assignments are to develop a successful service-learning community intended to strengthen the required skills, either of practice, to participate and respond to directly or indirectly. community needs, and to potentially contribute to In the main assignment, the UBC Food healthier and sustainable communities, primarily in System Project (UBCFSP; sustain.ubc.ca/campus- BC. initiatives/food/ubc-food-system-project), students LFS 350 supports the development of a engage with the UBC food system by acting as strong community of learners capable to engage in professional consultants to campus stakeholders. a participatory community food systems project, Seven of the 13 class sessions are ‘un-structured’ and working with an interdisciplinary, and devoted to working on the project. Students multicultural team. Students are encouraged to consult with stakeholders to identify the most critically analyze land and food systems urgent problems and devise solutions. This project sustainability and public health issues, as well as employs Community-Based Experiential-Learning food production systems. The CBEL project as its primary pedagogy to incorporate students provides a range of activities to develop and apply within the CBAR context of the Campus Food strong communication, critical thinking, and System project. Other activities in the course focus research skills. on developing leadership, professional, critical Similar to LFS 250, students access course assessment, and communication skills intended to information through a publicly accessible course support the core series learning outcomes and, most website, which contains course notes, assignments, importantly, post-graduation life. and community project descriptions. Students Assessment is based on a series of create blog entries to help organize, document, and individual and group assignments. The former communicate their project activities in the include personal reflections on leadership and a community. Their final reports are posted on the book review, designed to hone the skills of critical course website for easy access by community thought, identification of perspectives and biases, partners and future students. Five out of 13 course and argument construction. Group assignments sessions are offered through a blended learning include a UBCFSP Project Outline, UBC Food model: course content is posted on-line through the System Presentation, and UBC Food System Final course website, freeing up time for students to work Report. in their community setting. All course materials are provided on a wiki LFS 450 (wiki.ubc.ca/Course:LFS450) site and include lectures, notes, past student uses an experiential learning, team-based approach presentations, and past final reports. These to learn about food system sustainability challenges resources are a critical component to the course as as realized on the UBC campus. It offers students they provide the historical context and trajectory of the opportunity to apply skills and concepts derived many multi-year projects. They also allow for from earlier coursework and area of specialization flexibility for student learning. to address contemporary problems in an 89 Collected Essays on Learning and Teaching, Vol. IX Evaluation Strategies the summer of 2016, with final analyses and reporting planned for the 2016 -17 academic year. Our understanding and experience with Flexible Learning strategies spans over a decade. FL has Challenges and Improvements achieved success in our Land, Food and Community (LFC) series of courses, indicated by Flexible Learning can enhance student learning course evaluations and testimonies from students, through new ways of structuring engagement with the teaching team, and community partners (Rojas, content, assessment strategies, and communities of 2009). Every term for LFS 250, 350 and 450, we learners. The Flexible Learning techniques and collect feedback from community partners through strategies we describe allow us (and others) to community partner meetings, semi-structured continue to evolve curricula across the four years of interviews and surveys. The feedback encompasses courses within and outside of the LFC series in the student preparation, communication, leadership, Faculty of Land and Food Systems. Flexible group work, and professionalism. The courses’ Learning offers potential benefits to students, structure and content constantly evolves based on teaching assistants, and instructors by giving more the feedback from community partners. choice and allowing all to explore which modes of With the support from the Teaching and learning and teaching best suit them. Learning Enhancement Fund (funded by UBC We believe the transferability of our students), we initiated a systematic assessment of experiences and findings is most relevant to FL strategies, starting in 2014, with Behavioural educators seeking to prepare students to engage in Ethics Review Board approval (Certificate # H14- wicked (Hamm, 2009), or ill-structured domains 02143). For all four courses, we collect student of knowledge (King & Kitchener, 2004), such as written assessments and reflections, and conduct sustainability sciences, or fields embedded in socio- surveys and interviews (individual and focus group) ecological systems (Rogers, Luton, Biggs Biggs, for students’ perceptions of how FL strategies Blignaut, & Choles, 2013). If we want our helped or hindered them achieving the expected students to be able to address complex issues, we learning outcomes. Additionally, we plan a need to create learning experiences that increase longitudinal study to see how students who took their engagement with complexity and uncertainty, LFS 150 do in LFS 250, 350, and 450 compared to which tends to be limited in a classroom setting. students who did not take LFS 150 in their first Flexible Learning enables educators to safely expose year. students to diverse actors, activities, and contexts We employ rubric-based assessments of through established curricula. Further, FL student achievement of learning outcomes to approaches lend themselves to diverse assessment objectively capture how FL strategies impact strategies that allow students to demonstrate students’ performance. In addition, we also collect learning in multiple ways. FL approaches help experiences and views from the teaching teams and educators create learning opportunities in settings community partners to help understand the and processes that closer resemble the contexts in outcomes, opportunities, and challenges of which our students will be entering upon incorporating FL strategies with CBEL, CBAR, graduation. and other hands-on initiatives. To date, we have collected more than 800 student written Next Steps assessments and reflections, about fifty hours of interview records, and field notes of classroom observation. We will complete data collection in Our future plans include the following: • Students continue to contribute to the existing online course materials and previous student 90 Flexible Learning Strategies work. Existing work becomes each course’s students to online flexible learning: two ‘collective memory’. case studies. Distance Education, 29, 307- • Incorporation of new strategies and technologies 323. http://dx.doi.org/10.1080/015879 that have greater engagement with class materials. 10802395821 VIEW ITEM Some examples include working with a video Demetriadis, S., & Pombortsis, A. (2007). E- annotation system to allow students to ‘mark up’ lectures for flexible learning: A study on a video of a class lecture and identify which parts their learning efficiency. Journal of worked and which parts did not. Another Educational Technology & Society, 10(2), strategy is the use of rapid and frequent polling 147-157. through a twitter-like platform to encourage students to set the topics and direction of face-to- Dorrian, J., & Wache, D. (2009). Introduction of face sessions, especially in large lecture hall an online approach to flexible learning for settings where it is challenging to receive feedback on-campus and distance education from the majority of students at any particular students: Lessons learned and ways moment in time. forward. Nurse Education Today, 29, 157- • Incorporation of rich media platforms on 167. http://dx.doi.org/10.1016/j.nedt.20 students’ phones as alternate assignments. 08.08.010 VIEW ITEM • Expand communication experiences to include more story-telling skills that incorporate aca- Fan, S., & Brzeska. J. (2012). The nexus between demic and practitioner knowledge towards agriculture and nutrition: Do growth improving the quality and impact of student- patterns and conditional factors matter? In produced work. Reshaping agriculture for nutrition and While Flexible Learning techniques have health (31-38). Washington, DC: been used for years, the Flexible Learning Initiative International Food Policy Research provides an opportunity to strategically implement Institute. Retrieved from http://ebrary. new and complementary techniques and make the ifpri.org/cdm/ref/collection/p15738coll2/ experience better for students and instructors. id/124832 VIEW ITEM Fullan, M. (1982). The meaning of educational change. New York City, NY: Teachers’ References College Press. Bringle, R. G., Clayton, P., & M., Price. (2009). Hamm, M. W. (2009). Principles for framing a Partnerships in service learning and civic healthy food system. Journal of Hunger & engagement. Partnerships: A Journal in Environmental Nutrition, 4, 241-250. Service Learning and Civic Engagement, http://dx.doi.org/10.1080/19320240903 1(1): 1-20. 321219 VIEW ITEM Cassidy, A., & Chapman, G. (2014, July). Out-of- iPES-FOOD. (2015). The new science of sustainable class technology makes better and active food systems: overcoming barriers to food use of in-class time in a new course. system reform. International Panel of Proceedings from the 39th annual Improving Experts on Sustainable Food Systems. University Teaching Conference, Vancouver, BC. Khan, B. H. (2007). Flexible learning in an information society. Hershey, PA: IGI Chen, R. T. H., Bennett, S., & Maton, K. (2008). Global. http://dx.doi.org/10.4018/978-1- The adaptation of Chinese international 59904-325-8 VIEW ITEM 91 Collected Essays on Learning and Teaching, Vol. IX King, P., & Kitchener, K. S. (2004). Reflective Rojas, A., Sipos, Y., & Valley, W. (2012). judgment: Theory and research on the Reflection on 10 years of community- development of epistemic assumptions engaged scholarship in the faculty of land through adulthood. Educational and food systems at the University of Psychologist, 39, 5-18. http://dx.doi.org/ British Columbia. Journal of Higher 10.1207/s15326985ep3901_2 VIEW Education Outreach and Engagement, ITEM 16(1), 195-214. Luckin, R., du Boulay, B., Smith, H., Underwood, Scott, G. (1996). The effective management and J., Fitzpatrick, G., Holmberg, J.,…Pearce, evaluation of flexible learning innovations D. (2010). Using mobile technology to in higher education. Innovations in create flexible learning contexts. Journal of Education and Training International, 33, Interactive Media in Education, 2005(2), 154-170. http://dx.doi.org/10.1080/1355 Article 21. http://dx.doi.org/10.5334/200 800960330402 VIEW ITEM 5-22 VIEW ITEM Shulman, L. (2005). The signature pedagogies of Milburn, L. S., Mulley, S. J., & Kline, C. (2010). the professions of law, medicine, The end of the beginning and the engineering, and the clergy: Potential beginning of the end: the decline of public lessons for the education of teachers. Math agricultural extension in Ontario. Journal Science Partnerships (MSP) Workshop: of Extension, 48(6), 1-11. “Teacher Education for Effective Teaching and Learning.” National Research Council’s Nikolova, I., & Collis, B. (1998). Flexible learning Center for Education, February 6-8. and design of instruction. British Journal of Retrieved from http://www.taylorprogr Educational Technology, 29, 59-72. ams.com/images/Shulman_Signature_Ped http://dx.doi.org/10.1111/1467-8535.00 agogies.pdf VIEW ITEM 046 VIEW ITEM Stringer, E. T. (2014). Action research. Los Angeles, Rogers, K. H., Luton, R., Biggs, H., Biggs, R., CA: SAGE Publications Inc. Blignaut, S., Choles, A. G., Palmer, C. G., & Tangwe, P. (2013). Fostering University of British Columbia. (2012). Place and complexity thinking in action research for promise: The UBC plan. The University of change in social—ecological systems. British Columbia. http://strategicplan.ubc Ecology & Society, 18(2), 68-79. .ca/files/2009/11/UBC-PP-Layout-Aug20 12.pdf VIEW ITEM Rojas, A. (2009). Towards integration of knowledge through sustainability Van den Brande, L. (1993). Flexible and distance education and its potential contribution to learning. New York, NY: John Wiley & environmental security. In S. Allen-Gil, L. Sons, Inc. Stelljes, & O. Borysova (Eds.), Addressing global environmental security through Wilkinson, A., Forbes, A., Bloomfield, J., & Gee, innovative educational curricula (pp. 131- C. F. (2004). An exploration of four web- 153). Dordecht, Netherlands: Springer. based open and flexible learning modules Retrieved from http://link.springer.com/ in post-registration nurse education. chapter/10.1007/978-1-4020-9314-2_14 International Journal of Nursing Studies, VIEW ITEM 41, 411-424. http://dx.doi.org/10.1016/j. ijnurstu.2003.11.001 VIEW ITEM 92