Read e-book online Integrated E-Learning: Implications for Pedagogy, Technology PDF

By Wim Jochems, Rob Koper, Jeroen Van Merrienboer

ISBN-10: 0415335035

ISBN-13: 9780415335034

It truly is well known that on-line and e-learning is not any longer an unique procedure used purely in distance schooling and in isolation from conventional schooling programmes. a true hassle dealing with educators and running shoes is how one can combine those new studying equipment and embed them in tested and latest varieties of studying, instructing or education. This booklet varieties a significant, in-depth learn of the topic and proposes that e-learning isn't easily a question of 'digitizing' conventional fabrics, yet comprises a brand new technique, which needs to consider pedagogical, technological and organizational good points to shape a well-designed schooling approach. a pragmatic concentration is maintained all through, with recommendation on implementation and case stories drawn from the participants' huge experience.Integrated E-Learning is key examining for an individual eager to enforce, layout, advance or carry e-learning or education classes.

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Extra resources for Integrated E-Learning: Implications for Pedagogy, Technology and Organization (Open and Flexible Learning)

Sample text

Second, there must be so-called ‘perception–action coupling’. Once a group member becomes salient (perception), the social affordances will not only invite, but will also guide another member to initiate a communication episode (action) with the salient member. Salience depends upon factors such as expectations, focus of attention, and/or the current context of the fellow member. Educational affordances Kirschner (2002) defines educational affordances as those characteristics of an artefact that determine if and how a particular learning behaviour could possibly Designing integrated collaborative e-learning 29 be enacted within a given context.

What are the physical, logical and cultural limitations encountered? Learner / user perceptions How does the learner actually use the support? What has the learner / learning group actually achieved? 3 4. 5. 6. Learner / user experience Learning A heuristic for the general design of IECLEs have been socialized to study, learn and act in specific ways. Denying or neglecting this will guarantee failure, both of the IECLE and the learning. Determine how learners perceive and experience the support provided:There is a world of difference between intentions, or good intentions, and user perceptions of them.

Nevertheless, a major obstacle to reaching effective, efficient and appealing integrated e-learning environments is the lack of proven pedagogical models. From a teaching perspective, e-learning is still in its infancy. There is considerable demand for easy-to-use instructional design models that facilitate the realization in practice of the high expectations we have about e-learning. , Educational Researcher, 18, pp 16–25 24 Integrated e-learning Chapter 2 Designing integrated collaborative e-learning Paul Kirschner, Jan-Willem Strijbos and Karel Kreijns Introduction Current research and design of integrated electronic collaborative learning environments (IECLEs), which are often referred to as computer supported collaborative learning (CSCL) environments, tend to focus on surface level characteristics.

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Integrated E-Learning: Implications for Pedagogy, Technology and Organization (Open and Flexible Learning) by Wim Jochems, Rob Koper, Jeroen Van Merrienboer


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