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Scenario Introduction to ICTELT

Page history last edited by Hazel Owen 9 years, 9 months ago
     
Introduction Scenario ICTELT Model Possible Approaches
Key Design Points Programme of Social Services Appendices References
 

Introduction

A key objective of tertiary education is to foster fundamental shifts in learners’ understanding of what learning and thinking comprises, and the role they perform. Learning theorists stress the requirement that students are involved in process-based, experiential activities. The design of curricula and courses that incorporate flexible learning must therefore encourage engagement with tasks, peers, teachers and the community.

 

There are numerous process models and frameworks (for example Conole & Fill, 2005; Laurillard, 2002; Merrill, 2007) developed to scaffold the process of designing and / or adapting curricula to exploit the under-utilised potential of information communication technology (ICT) (Conole, 2005).  A few models are based on instructional design (ISD) principles (some of which have been developed from behaviourist perspectives), while other underpinning theories include cognitive constructivism, based on Piagetian notions, and socio-cultural constructivism, which has its foundations in a Vygotskian approach (Mayes & de Freitas, 2004). However, for an academic practitioner, complex issues exist with some models ranging from the pragmatic (including lack of resources, skills, experience and ‘ownership’ of a project), to models being mechanical, inflexible, hierarchical and / or impenetrable (Andrews & Goodson, 1980). Writers and researchers in educational design have tended to concentrate on either pedagogical perspectives (for example McConnell, 2000) or on specific pedagogical approaches (for example Salmon, 2002). Goodyear (2005), argues that pedagogical perspectives and approaches need to be aligned, and indicates that, as yet, the demand for accessible, customisable forms of guidance for ICT enhanced learning design is largely unmet.

 

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ICT Enhanced Learning and Teaching Framework and Model by Hazel Owen is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 New Zealand License.

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