ABSTRACT
The online learning space for enabling education can be a layered terrain to navigate, both in design and delivery. High attrition rates have historically impacted these online learning spaces and more so for non-traditional students. Using the examples of FlexiTrack and FlexiTrack High enabling programs at Murdoch University in Western Australia, this chapter demonstrates how dynamic and engaging online enabling programs can be created when educators embrace a design manifesto that is informed by transition and digital pedagogies, and draws on EduPunk approaches. Groom (2009), who originally coined the term, describes EduPunk as a playful DIY approach to teaching and learning and a reaction against the “fluorescent lighted space of the LMS”. We argue that what is born from such a design manifesto is a new breed of ‘mutant’ programs that can evolve and adapt to changing educational contexts, and an enabling curriculum brimming with resources that have been poached, mashed-up, repurposed and curated specifically for the online enabling learner.
