The paths of the traditional curriculum do not map the processes through which students develop skills for lifelong learning and critical engagement. Professors acculturate to discipline-based practices and their epistemological frameworks are inevitably reflective of the academic norms of their disciplinary cultures. As such the reduction of academic aims to discipline-focused outcomes diminishes the development of students' adaptive expertise necessary to negotiate a continually evolving landscape -- what Laurillard highlights as the personal dispositions that embrace 'being' as a core developmental process in the curriculum. This presentation explores how technology-enhanced learning should be integrated to foster iterative, reflective opportunities for deep understanding and interdisciplinary thinking. Situating learning technologies into our understanding of the science of learning is essential for fostering preparedness of mind throughout the academic trajectory. The social construction of knowledge and understanding is a critically important consideration as we explore the power of learning communities and the choices students make in creating their learning environments. [Go to the full record in the library's catalogue]
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