Authors:
Andrew Pyper
;
Mariana Lilley
and
Jill Hewitt
Affiliation:
University of Hertfordshire, United Kingdom
Keyword(s):
e-Learning, Online learning, Framework, Narrative.
Related
Ontology
Subjects/Areas/Topics:
Authoring Tools and Content Development
;
Computer-Supported Education
;
Course Design and e-Learning Curriculae
;
Distance and e-Learning in a Global Context
;
e-Learning
;
Information Technologies Supporting Learning
;
Learning/Teaching Methodologies and Assessment
;
Pedagogy Enhancement with e-Learning
;
Social Context and Learning Environments
;
Theoretical Bases of e-Learning Environments
;
Web-Based Learning, Wikis and Blogs
Abstract:
Technology can be very effectively used to support students in their individual studies. However, this is a somewhat neglected area. The emphasis is on using technology to support dialogic constructivist learning environments. This is well justified, but can be problematic. Issues such as student diversity and engagement, the availability of tutor support within such environments and the demand for flexibility can profoundly affect the pedagogical effectiveness of students’ learning experiences using these environments. This paper argues that the emphasis on dialectical constructivist learning environments would benefit from greater recognition of the importance of students’ individual work. It also details a framework that supports tutors in designing learning experiences that encompass individual work as well as dialogic and collaborative work. The framework is based on three main constructs; Tasks, Narratives and Resources. It sets out a range of task types and also provides a mod
el of resource production. In the narratives, it also provides tutors with a way of explaining their learning designs and engaging the students in them.
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