Exploring technology-mediated learning from a pedagogical perspective
Document Type
Journal Article
Publisher
Routledge
Faculty
Faculty of Community Services, Education and Social Sciences
School
School of Communications and Multimedia
RAS ID
1778
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.
DOI
10.1076/ilee.11.2.111.14136
Comments
Oliver, R. G., & Herrington, J. A. (2003). Exploring technology-mediated learning from a pedagogical perspective. Journal of Interactive Learning Environments, 11(2), 111-126. Available here