Title

Exploring technology-mediated learning from a pedagogical perspective

Document Type

Journal Article

Publisher

Routledge

Faculty

Community Services, Education and Social Sciences

School

Communications and Multimedia

RAS ID

1778

Comments

This article was originally published as: Oliver, R. G., & Herrington, J. A. (2003). Exploring technology-mediated learning from a pedagogical perspective. Journal of Interactive Learning Environments, 11(2), 111-126. Original article available here

Abstract

A considerable amount of the effort and enthusiasm that goes into the development and implementation of technology-mediated learning environments often fails to create effective settings for learning. Too often the opportunities and advantages of the use of technology in the learning process are poorly exploited. This paper explores ways in which contemporary pedagogical principles can inform and guide the design of technology-mediated learning environments. The paper argues the need to plan learning settings based on meaningful and relevant activities and tasks which are supported in deliberate and proactive ways by the tutor. The paper presents and describes a framework which supports a design process comprising three critical strategies: the selection of learning tasks; the selection of learning supports and the selection of learning supports; as a strategy for the development of online learning settings that promote knowledge construction.

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