Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Presentation by Terry Anderson at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Presentation by Terry Anderson at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
A brief introduction to transactional distance and equivalency theories, two theories useful to the design, implementation, and evaluation of distance or online education. This deck was drawn from a lesson I used in teaching an online course on "Distance Education Research and Design."
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
A brief introduction to transactional distance and equivalency theories, two theories useful to the design, implementation, and evaluation of distance or online education. This deck was drawn from a lesson I used in teaching an online course on "Distance Education Research and Design."
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
This poster provides an overview of my DPhil thesis.
Francis, R.J. (2007) The Predicament of the Learner in the New Media Age: an investigation into the implications of media change for learning. Available online from Oxford Research Archive (June 2008) <http: />
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Erin C. Markus
EdTech 504
19 October 2010
Constructivist Learning Theory and the Digital Learning Age: An Annotated Bibliography
Introduction
Constructivist theory suggests that people make meaning out of their experiences as they attach
new knowledge to previously learned ideas and concepts. People learn from interaction with
learning materials not mere repetition. Constructivist learning environments provide learners
with activities where they have opportunities to investigate learning materials, solve problems,
and work with peers. Teachers work alongside students giving guidance where needed and
promote individual thinking as students make their own learning connections. The teacher
considers various perspectives and students aren’t graded on “right” or “wrong” answers. Many
aspects of digital and distance education utilizes the effectiveness of constructivist
methodologies in teaching and learning.
Abdal-Haqq, I. (1998). Constructivism in teacher education: considerations for those
who would link practice to theory. Retrieved October 12, 2010 from
http://www.ericdigests.org/1999-3/theory.htm
Constructivism is an epistemology, a learning or theory that offers an explanation of the nature
of knowledge and how human beings learn. It maintains that individuals create or construct their
own new understandings or knowledge through the interaction of what they already know and
believe and the ideas, events, and activities with which they come in contact (Abdal-Haqq,
1998). Knowledge is acquired through involvement with content instead of imitation or
repetition (Adbal-Haqq, 1998). Learning activities in constructivist settings are characterized by
active engagement, inquiry, problem solving, and collaboration with others. The teacher is a
guide, facilitator, and co-explorer who encourages learners to question, challenge, and formulate
their own ideas, opinions, and conclusions. This article compares the differences between social
constructivism and psychological constructivism. Social constructivism states that individual
development derives from social interactions within which cultural meanings are shared by the
group and eventually internalized by the individual (Richardson, 1997). Psychological
constructivism is a child-centered approach that seeks to identify, through scientific study, the
natural path of cognitive development (Vadeboncoeur, 1997).
2. Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: the case for constructivist
classrooms. Alexandria, VA: Association of Supervision and Curriculum Development.
The authors describe five guiding principles for teaching derived from constructivism: (1) posing
problems of emerging relevance to learners; (2) structuring learning around 'big ideas' or primary
concepts; (3) seeking and valuing students' points of view; (4) adapting curriculum to address
students' suppositions; and (5) assessing student learning in the context of the teaching (Brooks,
1993). They provide research support for and classroom examples of each principle. The authors
also provide a set of descriptors of constructivist teaching behaviors that serves as a framework
within which teachers can experiment with this new approach. Examples make the descriptors
fairly concrete and highlight the practices of teachers who are mediators of students and
environments rather than presenters of information. The authors make suggestions for bold
changes in the institutional settings of schooling to create new norms that support constructivist
approaches to teaching and learning. For education reform to have value, they say, it much begin
with "how students learn and how teachers teach," not with political or policy mandates (Brooks,
1993).
Fosnot, C. T. (1996). Constructivism: A psychological theory of learning. Constructivism:
Theory, perspectives, and practice (pp. 8-33). New York: Teachers College Press.
Fosnot provides an extensive review of constructivism. Constructivism comes from the field of
cognitive science, particularly the works of Piaget, Vygotsky, Bruner, and Gardner. Fosnot
describes the work of these theorists and develops a synthesis to describe and define the
psychological theory of constructivism. She refers to the debate between cognitive
constructivists and social constructivists, and concludes that a constructivist learning model can
be depicted as a coordination of self, others, and medium connected by symbols, such as
language. This theory pictures learning as an "interpretive building process by active learners
interacting with the physical and social world." While constructivism is a theory of learning, not
a description of teaching, it does have applications for instruction. Fosnot challenges educators to
learn how to use this new paradigm to inform teaching.
Jonassen, D, Davidson, M, Collins, M, Campbell, J, and Haag, B. B. (1995) Constructivism
and computer-mediated communication in distance education. American Journal of
Distance Education. 9, 2, 7-26.
With the field of distance learning being one of the fastest growing in terms of research and
employment opportunities, studying the nature of theory-design alignments in distance education
is critical to understanding the implications of both performing and not performing those
alignments. The author makes several excellent points in discussing the opportunities for
creating authentic, student centered learning environments by means of any one of several
different methods. Jonassen, Davidson, Collins, Campbell, and Haag (1995) apply the principles
of Constructivism to technology and describe Constructivism's place in distance education. They
3. describe various technological applications that promote the social interaction necessary to help
students construct knowledge. These applications include computer-mediated communication,
computer-supported collaborative work, case-based learning environments, and computer-based
cognitive tools. Using synchronous and asynchronous communication, hypertext based programs
to promote debate, "real life" problems, and computer programs like databases and artificial
intelligence, distance education learners can work together to solve problems and provide the
social interaction necessary to translate educational material into meaningful experiences.
Jonassen, D., & Land, S.M. (2000). Student-centered learning environments. Theoretical
foundations of learning environments, 1-23. Mahwah, N.J.: Lawrence Earlbaum Associates,
Inc.
Land and Jonassen examine the learning theories in the design and development of a
constructivist learning environment and the effects of learning theory on student-centered
learning. Constructivist epistemology is the primary focus of this chapter that compares and
contrasts the use of this learning theory in the learning environment. According to the authors,
several perspectives regarding design of learning environments have emerged in response to
interest in alternative epistemologies and it is imperative that efforts continue not only to ground
design practices more completely but also to better understand the promise and limitations of
constructivist learning environments.
Lankshear, C. (1999). Information, knowledge and learning: rethinking epistemology for
education in a digital age. Keynote address presented at the 5th National Congress of
Educational Researchconference, Aguascalientes, Mexico. RetrievedOctober 13, 2010
from http://eric.ed.gov/PDFS/ED446744.pdf
This keynote address looks at the changing epistemological model of learning in future with the
introduction of new communication and informational technologies. The presentation is broken
down into 3 major sections including: the phenomena of their large scale integration into diverse
social practices, the author’s epistemological view of education, and the ways technologies
discussed in the first part challenges his educational model and the educational practices based
on it. The presentation discusses the role of world economics in the exchange of knowledge. He
argues that eventually knowledge not digitized will eventually be lost as the relationship between
the knowledge supply and user becomes the dominant characteristic of knowledge transfer.
Learners obtain skills that are designed to apply to real world situations and will fulfill society’s
needs. The new technology era information will not be power but the attention paid to specific
information will be. Information will be easily accessible to all. Roles of the educator in virtual
worlds are lead students to information that they should pay attention to.
4. Purushotma, R. (2005). Commentary: you're not studying, you're just... Language,
Learning & Technology, 9(1), 80-96. Retrieved October 12, 2010 from
http://llt.msu.edu/vol9num1/purushotma/default.html
Computer gaming can make language learning much more interesting and realistic. The advent
of computers created better drill and practice software, but was still basically the same as the
workbooks. The increase in the use of audio and video technology allowed for a more interactive
use of technology in language learning by using audio files with cell phones and music videos.
The video game the SIMS creates a living environment where the player makes the everyday
decisions to live a normal life. The language of the game can be easily changed to allow for the
practice of different language in a realistic scenario. In many new games the language
programming is separated from the rest of the programming making it much easier to customize
the games. In a virtual game images and animations become an integral part of the learning
process which can help to enhance learning. The online version of the SIMS allows users to
choose a city and move into the neighborhood and interact with the other inhabitants of that
neighborhood in whatever language they want. The article also discusses the advancements in
other digital learning tools, such as typing simulations, interactive foreign language games, and
the benefits of using music and songs in foreign language learning.
Walker, D., & Lambert, L. (1995). Learning and leading theory: a century in the making.
In L. Lambert et al., The constructivist leader (pp. 1-27). New York: Teachers College Press.
Constructivism is a theory of learning and a theory of knowing. This book chapter provides a
survey of the constructivist theory of learning and explicates the relationship between theories of
learning and school leadership. A useful chart is included that traces recent learning theories and
their parallel theories of leadership. Most of the chapter is devoted to the evolution of
constructivist learning theory, showing how it was influenced by the work of Dewey, Piaget,
Bruner, Vygotsky, and Feuerstein, and continues to be clarified and supported by recent work in
cognitive psychology. A new image of the learner emerges from this work that has profound
implications for schooling. The authors state that there are no reasons to believe that the
cognitive processes are different at different ages. They conclude that "constructivism possesses
a richness of thought, a different world view that offers a sense of possibility rather than
limitation to human growth and development."
Wild, M. and Quinn, C. (1998), Implications of educational theory for the design of
instructional multimedia. British Journal of Educational Technology, 29: 73–82. Retrieved
October 13, 2010 from http://onlinelibrary.wiley.com/doi/10.1111/1467-8535.00047/abstract
This article describes how interactive multimedia is a useful place to reconsider the place of
educational theories in designing interactive learning environments. As technologies advance
5. and present new learning opportunities, educational theory must guide design using these new
technologies. The article explains that three influences must guide the use of technology in
learning. They include the learners’ knowledge and experience, their learning style, and their
predisposition to learning (or learning approach). These need to be supported in the use of
multimedia in education. The article suggests that not one theory, like contructivism, is adequate
to fully utilize multimedia. It is not one or the other in regard to which theory. It is what will
create the most results. The author makes a great point and one I agree with. Use the theories and
aspects to the theories that work.
Rossett, A. (ed.) (2002). The ASTD E-Learning Handbook: Best Practices, Strategies, and
Case Studies for an Emerging Field. New York: McGraw-Hill.
This American Society for Training & Development handbook is a comprehensive introduction
to every imaginable aspect of e-learning from America‘s premier professional organization for
those involved in workplace learning and performance. The more than fifty articles by a variety
of e-learning practitioners give a breadth and scope beyond what is found in most volumes and
provide an introduction to well respected writers and trainers including Handbook editor Allison
Rossett; Masie Center president Elliott Masie; Marc Rosenberg, author of E-Learning: Strategies
for Delivering Knowledge in the Digital Age; and ASTD executive editor Patricia Galagan.
Among the highlights in a book filled with well written articles are Rosenberg‘s ―The Four C‘s
of Success: Culture, Champions, Communication, and Change‖ (an entire chapter from his
book); Masie‘s ―Blended Learning: The Magic Is in the Mix‖ (which argues against making e-
learning the only mode available to learners); Brandon Hall‘s ―Six Steps to Developing a
Successful E-Learning Initiative: Excerpts from the E-Learning Guidebook‖; and Nory Jones and
James Laffey‘s ―How to Facilitate E-Collaboration and E-Learning in Organizations.‖
Leacock, T. (2005). Building a sustainable e-learning development culture. The Learning
Organization. 12(4), pp. 355-367.
Tracey Leacock‘s description of how staff at a Canadian university‘s School of Interactive Arts
and Technology created an effective and sustainable system for producing e-learning content is a
well organized guide and case study for anyone interested in best-of-class e-learning practices.
The section headings themselves serve as an outline to the topic: the ―guiding principles section
headings suggest that course designers should ensure that graduates are workplace-ready,
programs are learner centered, a culture of collaboration is fostered, and economic sustainability
is considered (pp. 356-357). Best practices include orientation; a formal ―Mastering
Educational Technology and Learning course and ongoing workshops for those involved in
course development; work clusters which bring together up to ten developers along with an
instructional designer and project manager; and an ―eLearning Innovation Centre‖ to support
6. the work of those producing e-learning content (pp. 359-363). The result, Leacock suggests, is a
model which ―can be applied in any educational or training program or organization‖ (p. 366)
and which ―will lead to the building of a successful e-learning organization.
Bennet, A. & Bennet, D. (2008). E-Learning as energetic learning. VINE: The Journal of
Information and Knowledge Management Systems. 38(2), pp. 206-220.
Alex and David Bennett, through a contemporary examination of how the human brain processes
information, document ways in which e-learning becomes effective through learners’ emotional
engagement with material being taught. Drawing from the work of James Zull and many others,
they refer to passion and engagement as ―the entry point to effective e-learning (p. 210); cite
the importance of e-learning which is ―interactive and specifically tailored to each individual
(p. 211); discuss the importance of ―collaborative environments‖ in successful e-learning (pp.
211-213); and conclude that ―(l)earning is a very private affair, dependent upon the needs,
feelings, history and expectations of the self-organizing system made up of the mind, the brain,
the body, the spirit, the conscious self, and…the e-learning system (p. 216). A list of more than
fifty citations at the end of the article provides valuable resources for anyone interested in further
exploring the topic.