Descriptive (network) versus normative (community) based development of e-learning in organisations

As part of a conversation on the Moodle site for the Online Connectivism Conference Stephen Downes posts the following. Only individuals in a community have agency. Which means that we need to look very closely at what happens when someone says “the community begins to establish which knowledge is important.” What this means is that

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Ateleological development as a "better way" to develop university e-learning systems

Cole Camplese, in a blog post titled 69,000 reasons to pay attention, reflects on issues around innovation, especially with “web 2.0 like” tools, in e-learning within universities I’m not at all saying it is time to bail on innovation — what I am saying is that we have a huge uphill battle in getting faculty

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CAUDIT CIO's top 10 issues list – and what it says about them (to me)

According to their website CAUDIT is described as The Council of Australian University Directors of IT (CAUDIT), includes the CIOs or IT Directors of every university in Australia, New Zealand, Papua New Guinea and Fiji, as well as the CIO’s of prestigious research institutions, CSIRO and AIMS. Last week I came across the CAUDIT CIO’s

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Thesis 1.2 – Background to the research

Advanced industrial societies are currently undergoing a fundamental transformation from capital- and labour-based economies into knowledge economies (Burton-Jones 2001). In such economies knowledge, education, people and their ideas, become the key strategic resource necessary for prosperity (Duderstadt, Atkins et al. 2002). This transition to a knowledge economy is characterised by factors including globalization, increasing competition,

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