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H809 Activity 7.3 First part of the Conole et al. paper

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Edited by Jonathan Vernon, Tuesday, 26 Mar 2013, 06:57

Activity 7.3: Reading the first part of the paper (2 hours)

Read the first part of the Conole et al. paper through to the end of section 1, ‘Introduction’ (pp. 17–21).

As you read the paper note the different purposes the authors envisage for their model. Then consider and make notes on the following questions:

  • Who do the authors see as the main audience for this paper?
  • What is the main aim of the paper?

Try to fit the readings met so far in the module into Table 1 of the Conole et al. paper.

The main audience of the paper would appear to be fellow academics of tertiary education and postgraduate students of the same with a particular interest in e–learning. This might include PGCE students, teachers and educators, learning designers and e–learning designers. The main aim, purpose or outcome of the paper is to provide insights and practical skills, to isolate and match theories and application so putting theory into practice and allocating theories to design decisions and choice indicating implications, objectives and choices. Models help to Visualise and clarify.

The dichotomy suggested as existing between reflection and non-reflection is a false one.

We reflect on everything we do in our subconcious whether we like it or not otherwise we'd be dead. This is what is going on when REM is observed in our sleep - our brains are going through stuff, mixing it up with and across some 15 parts of the neuronal network and slowly turning a short term thought into a long term memory. Or some such, I'm neither a neuroscientist nor a psychlologist.

By stating non-reflection the authors may be suggesting this is a conscious decision not to do a formal exercise of reflecting. We can't, as I said, turn our brains off.

The 3D model doesn't work for me while the 2D do.

Three years of reading Conole and I still find some of her visual conceptions hard to comprehend, bucking the trend or coming from a conceptualisation of the world that I don't get - or reinvention where it isn't necessary. I recall the triangle of Vygotsky and Activity Theory by Engestrom transmogrified into a diamond.

There is a good reason for a copywriter and art director to sit together in the creative department of an advertising agency - one words, the other visuale. It is rare for a person to be good at both.

1) Hiltz and Meinke (1998) Virtual Classroom in a traditional setting. Behaviourist/Cognitive leaning towards constructive where content can be viewed and reviewed at leisure. Experiential in 'suck it and see' what happens from the research point of view.

2) Wegerif and Mercer (1997) Computing to analyse large amounts of text. Socially–situated and Activity Theory / Experiential.

3) Laurillard (1994) A conference presentation where others listen and observe - both the presenter and the slides they show. Behaviourist. Didactic. 'Telling' in a lecture.

4) Oliver et al (2007) A chapter in a book. Written for academics and students to read.Behaviourist. Didactic. Read our wise words as an absolute. Constructively formed via a peer–reviewed paper. Two authors collabirating.

5) Rouen and Eliahu (2000) is a conference presentation too, financed by the Centre for Education. Behaviourist. Didactic. 'Telling' in a lecture. Constructed between the authors.

 

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