Subject: [IFETS-DISCUSSION:4495] Re: Discussion Topic - Theory for eLearning
From: Kinshuk (Kinshuk@massey.ac.nz)
Date: Wed 12 Mar 2003 - 02:22:03 MET
From: "Kinshuk" <Kinshuk@massey.ac.nz> Subject: [IFETS-DISCUSSION:4495] Re: Discussion Topic - Theory for eLearning Date: Wed, 12 Mar 2003 14:22:03 +1300
From: "Hall, Mary" <Mary.Hall@openpolytechnic.ac.nz>
To: <deanz-discuss@massey.ac.nz>
Subject: RE: [deanz-discuss] Re: Discussion Topic - Theory for eLearning
Date: Wed, 12 Mar 2003 09:45:58 +1300
Hi, Stephen et. al...
Stephen, I'm interested in your comments about the principles being narrowly defined,
because I interpreted them differently and I'd like to find out more about the
distinctions you make in your posting.
For example, where you say:.... "eLearning can be used in two major
ways; the presentation of education content, and the
facilitation of education processes," ... leaves out a
whole range of applications based on game playing and
simulation...
I had been assuming that game-play and simulation would be both valid ways of
presenting educational content and useful techniques for encouraging education /
learning processes (witness the range of 'edutainment' titles for children). Is
your distinction based on what you see as 'educational content' and 'educational
process', or on something else?
Likewise, I had assumed that open-ended / non-directed learning models would be a
subset of '...carefully selected and optimally integrated course design model[s]...'
Most of all, I am interested in what constitutes "the overall aim of education."
I confess I had read Mark's "development of the learner in the context of a
predetermined curriculum or set of learning objectives" quite happily. Can you tease
out your dissatisfaction with that a little for me, please?
Mary Hall
Project Co-ordinator
Learning Design Group
ddi 064-4-913-5708
mary.hall@openpolytechnic.ac.nz
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