Designing for Learning in an Open World by Gráinne Conole (auth.)

By Gráinne Conole (auth.)

The web and linked applied sciences were round for nearly two decades. Networked entry and desktop possession are actually the norm. there's a plethora of applied sciences that may be used to help studying, providing alternative ways during which novices can speak with one another and their tutors, and offering them with entry to interactive, multimedia content material. notwithstanding, those frequent talents don’t unavoidably translate seamlessly to a tutorial studying context. Appropriation of those applied sciences for tutorial reasons calls for particular talents, this means that the way we layout and aid studying possibilities must supply acceptable help to harness the possibility of applied sciences. greater than ever ahead of novices want supportive ‘learning pathways’ to allow them to mixture formal academic choices, with loose assets and providers. This calls for a rethinking of the layout strategy, to allow academics to take account of a mixed studying context.

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By Gráinne Conole (auth.)

The web and linked applied sciences were round for nearly two decades. Networked entry and desktop possession are actually the norm. there's a plethora of applied sciences that may be used to help studying, providing alternative ways during which novices can speak with one another and their tutors, and offering them with entry to interactive, multimedia content material. notwithstanding, those frequent talents don’t unavoidably translate seamlessly to a tutorial studying context. Appropriation of those applied sciences for tutorial reasons calls for particular talents, this means that the way we layout and aid studying possibilities must supply acceptable help to harness the possibility of applied sciences. greater than ever ahead of novices want supportive ‘learning pathways’ to allow them to mixture formal academic choices, with loose assets and providers. This calls for a rethinking of the layout strategy, to allow academics to take account of a mixed studying context.

Show description

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2010). The power of role-based e-learning. London: Routledge. Chapter 2 Theory and Methodology: The Interdisciplinary Nature of the Field Introduction This chapter will provide an overview of the theoretical perspectives and associated methodologies that underpin learning design. In a discussion of learning technology as a field, Oliver et al. argue that the object of investigation is the knowledgetechnology-society nexus (Oliver et al. 2007b). They describe how the study of each of these, knowledge, technology and society, draws on a rich range of research fields across the social sciences, including instructional design, education, philosophy and sociology.

Spector, M. D. Merrill, J. van Merrienboer, & M. P. ), Handbook of research on educational communications and technology (pp. 3–20). Mahwah: Lawrence Erlbaum Associates. pdf. Accessed 11 Aug 2011. Oblinger, D. , & Oblinger, J. L. ). (2005). Educating the net generation [Online]. _ IXDB_=routesand_IXSPFX_=gandsubmitbutton=summaryand%24+with+res_ id+is+res19283. Accessed 11Aug 2011. Prensky, M. (2001a). Digital natives, digital immigrants (Vol. 9, No. 5). On the Horizon. Lincoln: NCB University Press.

Theory and methodology in networked learning. Paper presented at the Networked Learning Conference Hotseat. uk/cloud/ view/2881. Accessed 11 Aug 2011. , & Oliver, M. (2002). Embedding theory into learning technology practice with toolkits. Journal of Interactive Educational Media, 8, 1–28. open. uk/jime/article/viewArticle/2002-8/93. Accessed 11 Aug 2011. , & Oliver, M. (2007). Introduction, 1–15. In G. Conole & M. ), Contemporary perspectives in e-learning research. London: RoutledgeFalmer. , & Harvey, J.

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