Subject: [IFETS-Discuss] Summary of VLE discussion: June 2nd
mowen@rem.bangor.ac.uk
Date: Sat 03 Jun 2000 - 20:25:51 MEST
From: mowen@rem.bangor.ac.uk Subject: [IFETS-Discuss] Summary of VLE discussion: June 2nd Date: Sat, 03 Jun 2000 11:25:51 -0700
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The discussion seems slow to take off however Paul Cohen tries to relate
the on-going IFETS concerns about the nature of positivism and social
constructivist approaches to addressing issues.
Paul writes:
>>
>> One area I'm mulling over at the moment re: VLE's is the dilemma facing
>> traditional research instituitons that also have extensive teaching
>> programs.
....
> Therefore, any diffusion of
>> new e-learning strategies/technologies is already severely constrained
>> by the current culture/mindset of the individuals and the institution,
>> despite the fact that they may produce better learning outcomes for the
>> students.
>>
What is clear from examining the development of pilot programmes for VLE
in orthodox HE institutions is that we can clearly question any recourse
to "rationality" or understand the issues we address using simple
"functionalist" or "reductionist" approaches we might borrow from
biological or physical science (I leave the argument about positivism in
those domains for another time).
Universities are socially, historically and politically constructed
institutions, and it is only by looking at "units of analysis" which
recognise that ontology can we begin to ask questions about the
effectiveness of VLE (even leaving it to the objectivity of university
accountants is not sufficient).
Using micro measure (such as the learning gains of individual learners in
pre- and post tests) tells us very little about why VLE succeeds or fails
because so many of the ecological factors that influence outcomes are not
in the "intramental" activity of learners.
A framework I have found very useful for analysing the situations we have
encountered is provided by Cultural-Historic Activity Theory (CHAT) .
Further information can be found on
http://www.helsinki.fi/~jengestr/activity/1.htm
We needed frameworks of analysis which set the learner in the total social
and cultural context in which they are operating. This is not only true
for our analysis of the situation it is also true (IMHO) for the design of
Virtual Learning Environments. Concentration on "learning outcomes"- an
approach adopted in the first generations of educational technology
systems design based on positivist/rationalist thinking, does not address
the totality of issues needed to develop a working learning environment.
So as a co-author of the report which is informing the current scheduled
debate I must agree with Paul when he says:
>> Possible solutions? Professional development programs and overt
>> institutional support structures.
However this too may be insufficient as the questions, posed by my
colleague Mario, suggest.
Regards
Martin Owen
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