The extended, open, connected learning space challenges traditional views of the university as being a well-demarcated and immovable space. Openness is both threatening and inspiring and is not something that can be ignored. Openness, in its many meanings, provides opportunities for the educator to consider how learning at university is situated, how actions and knowledge can be related to meaningful contexts, and how the ways that people learn can reflect how people work (Brown et al., 1989). An outcome of a university education must be capabilities and strategies that define the graduate as being current, agile, contextually aware, creative, critical and resilient. This requires educators to reconstruct a higher education that develops epistemological knowledge in authentic situations.
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