The E-learning Curve at Edublogs

As you’ll know if you viewed my post on Jane Hart’s Centre for Learning & Performance Technologies (C4PT) I feel that the more exposure learning professionals have to the range of tools at our disposal, the more effectively we can develop effective learning solutions for our customers.
In a similar vein, I’ve just received a nice [...]

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Phase One: Using a Constructivist Theoretical Approach
Bruner’s 1966 text Toward a Theory of Instruction described the key principles of constructivism (p.225):
Table 1 Principles of constructivism

Principle

Definition

Readiness

Instruction must be concerned with the experiences and contexts that make the student willing and able to learn

Spiral organisation

Structure.

The content must be [...]

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Whatever your views on George Orwell’s politics, I hope you agree with me that his writing style is the quintessence of English prose. I think that the influential English author and critic’s skills are particularly represented in his essays and short stories.
For no reason other than the relevance of his writing to the art of [...]

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As discussed in my last blog entry, learner intention - specifically deliberative learning (where the worker schedules time to learn) is a key definer of non-formal learning. As such, the development of an educationally sound theoretical framework, pedagogical approach and instructional design process (are essential in create a learning environment (both synchronous and asynchronous) [...]

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Similar to Rogers’ learning continuum (2004), Eraut establishes a matrix to identify varying types of non-formal learning, based on the timing of the stimulus (past, current, future) and the extent to which such learning is implicit, reactive or deliberative. A key component of the matrix is the intention of the learner’s activity. Eraut makes a [...]

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Well, I had to redefine all learning in order to write the book because the world is changing so fast. The concepts we had when knowledge was fixed in place, like something you could put in a library, don’t work anymore. So I look at all learning as adaptation to the communities that matter to [...]

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As I wrote yesterday, Don Morrison has defined e-learning as:

The continuous assimilation of knowledge and skills by adults stimulated by synchronous and asynchronous learning events – and sometimes Knowledge management outputs – which are authored, delivered engaged with, supported and administered using internet technologies.
(2004, p.4)

I briefly touched upon “continuous assimilation of knowledge and skills by [...]

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Over the last few weeks, I’ve been building a theoretical and conceptual framework for how I approach e-learning, beginning with an interpretation of a general theoretical view about how learners learn, through the multifaceted approaches of constructivism and begun to place this in the context of learning in organisations and even touched on how organisational [...]

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I guess it’s now time to move on to some of the “big picture” stuff and begin to outline how I characterise terms like “learning” and “e-learning.”
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In the field of organisational development, the terms ‘training’ and ‘learning’ are often used interchangeably: both broadly refer to the acquisition of new or enhanced knowledge, skills, attitudes [...]

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In their 1974 work Theory in practice: Increasing professional effectiveness, Chris Argyris and Donald Schön support the constructivist argument that individuals (and in the context of this paper particularly knowledge workers) have schemata or mental maps both for their skill assets and they contend, with regard to how to act in situations. This directs the [...]

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