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Educational Technolgy or E-Learning?

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Edited by Jonathan Vernon, Tuesday, 21 Dec 2010, 04:18

It is interesting when the OU advertise and promote postgraduate research in e-learning that it is called technology enhanced learning.

Why? Is one the brand name, the other a descriptor.

Postgraduate Research Studentships. Centre for Research in Education and Educational Technology.

'With an international reputation for research, a supportive environment and excellent research facilities, CREET offers unique opportunities for postgraduate research to study the theory, application and practice of Education, Technology Enhanced Learning, and Languages and Literacies.'

Why isn't it the Centre for Research in Education and E-learning?

Or just the Centre for Research in Education?

Was there ever a Centre for Research in Web-based learning, or computer-based learning or interactive learning?

Or is m-learning a subset of e-learning which is a subset of technology enhanced learning that is a subset of learning that is a subset of education?

I'd like to visualise this with a set of seven Semeyenov Russian nesting dolls.

Something like this, from the littlest up.

  1. m-learning
  2. computer-based learning
  3. e-learning
  4. technology-enhanced learning
  5. life-long learning
  6. education
  7. life the universe and everything

There are differences, sub-sets and overlaps. Where would i-learning go (interactive, as in Philips laser discs and CD-roms?)


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e-learning is a term compromising one letter representing a physical property of technology (e for electronic)

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Edited by Jonathan Vernon, Friday, 25 Nov 2011, 14:08

I wonder of e-learning as a term will last, like email?

What's happened to 'new media?' I guess it's no longer new. What's happend to 'web-based learning?' I guess the web is there, like air, so we don't need to refer to its existance, it just is. And so on to 'online learning' which at the OU has usrped 'open learning.'

I like this thought:

‘Whereas education is by definition a multi-faceted activity understood to involve a variety of players and activities – teachers and teaching; students and studying; institutions and structures, information, knowledge and, it is hoped, learning.

e-learning is a term compromising one letter representing a physical property of technology (e for electronic) and the hoped-for outcome (learning) for one participant in the interaction.

Given the power of language to constrain our thinking, is our current circumscribed terminology making it increasingly difficult to keep in mind and focus on elements of this expanding activity that, while not readily apparent in the term ‘e-learning’ itself, must be understood and included when establishing policy and researching the phenomenon?’

(Melody Thompson, 2007 in Conole and Oliver, 2007:187)

REFERENCE

Conole, G and Oliver, M (2007) Research in E-Learning

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Web-Based Training (Part One)

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Edited by Jonathan Vernon, Friday, 2 Nov 2012, 07:19

DSC04712.JPG

Web-Based Training (WBT) (2000)

Margaret Driscoll

I bought this book in 2001. Nearly a decade on I am delighted how apt it remains, even if the term may now have been superseded by e-learning - while cyberlearning had currency for a few years too and before this we had 'interactive learning'.

Even a decade on I recommend the book.

Training and learning are in different camps, one supposing a component of applied engagement (health and safety, fixing photocopiers, burying uranium trioxide, driving a delivery van, making cars, selling phones, employee induction) while the other is essentially cognitive (though with its physicality in this kind of prestidigitation).

Yet we made ‘training programmes’ on things like cognitive behavioural therapy. Corporate and government clients had the money to do these things.

Driscoll’s definition of WBT is somewhat longer than Weller’s definition (2007) of e-learning (electronically enhanced learning with a large component of engagement on the Internet). A bit ‘wishy-washy’ my exacting Geography A’ Level teacher would have said.

Hardly a clear definition if it has a let out clause. But when was anything clear about what e-learning is or is not, or should be? The term remains a pig in a poke; its most redeeming factor being that it is a word, not a sentence, and fits that cluster of words that includes e-mail.

Web-based training Driscoll (2000) says should be:

  • Interactive
  • Non-linear
  • Easy to use graphic interface
  • Structured lessons
  • Effective use of multimedia
  • Attention to educational details
  • Attention to technical details
  • Learner control

I like that. I can apply it in 2011. I did.

I was reading ‘Web-Based Training’ (and using the accompanying CD-rom) in 2001 and then active in the development of learning, or knowledge distribution and communication websites for the NHS, FT Knowledge ... and best of all, Ragdoll, the home of Pob, Rosie and Jim, Teletubbies and the addictive pleasures of ‘The Night Garden.’

We may call ourselves students, mature students even, or simply post-graduates, but would we call ourselves ‘Adult Learners.’

It’s never a way I would have defined my clients, or rather their audiences/colleagues, when developing learning materials for them in the 1980s and 1990s. Too often they were defined as ‘stakeholders,’ just as well I saw them as people and wrote scripts per-the-script, as if for only one person.

That worked, producing for an umbrella term does not.

Adult Learning doesn’t conjure up innovative e-learning, perhaps because of the connotations Adult Learning has inelation to the catalogue of F.E. courses then comes through the door every July or August.

This definition of an ‘adult learner’ would apply to everyone doing an OU course surely?

The special characteristics of adult learners Driscoll (2000:14)

  • Have real-life experience
  • Prefer problem-centred learning
  • Are continuous learners
  • Have varied learning styles
  • Have responsibilities beyond the training situation
  • Expect learning to be meaningful
  • Prefer to manage their own learning

With some of these definitions baring more weight than others, don’t you think?

REFERENCE

And additional references used by Driscoll but not cited above:

References (Adult Learning)

Knowles (1994) Andragogy in action. Applying modern principles of adult learning.

Brookfield (1991) Understanding and facilitating adult learning

Cross (1992) Adults as learns: increasing participation and facilitating learning.

Freire (1970) A cultural action for freedom

Merriam and Caffarella (1991) Learning in adulthood

Kidd (1973) How adults learn

 

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