Saturday, March 27, 2004
Online Book - Effective networked learning in higher education: notes and guidelines
Our suggestion, then, is that on-line tasks – especially those which depend upon on-line learning materials – should be designed with at least one eye on Shuell’s learning functions and an idea about how they would surface in a cognitive walkthrough of the task and materials. If you can’t persuade yourselves to adopt this level of rigour in design, at least force yourselves to keep asking the question: what will the learner be doing here?
‘…learning activities in technology-based environments play a fundamental role in determining learning outcomes…they
determine how the learners will engage with the course materials and the forms of knowledge construction that will take place’. (Oliver, 1999, 246)
Learning activities need to be engaging, to provide opportunities for collaboration, reflection and articulation and to provide the purpose and context for the learner’s interaction with ‘content’.
Download and printed from CSALT.
‘…learning activities in technology-based environments play a fundamental role in determining learning outcomes…they
determine how the learners will engage with the course materials and the forms of knowledge construction that will take place’. (Oliver, 1999, 246)
Learning activities need to be engaging, to provide opportunities for collaboration, reflection and articulation and to provide the purpose and context for the learner’s interaction with ‘content’.
Download and printed from CSALT.
Comments:
Post a Comment
