Integration with professional lives of academics – why industrial e-learning fails and why post-industrial might work

I’m currently struggling with writing the “Place” component of the Ps framework as part chapter 2 of my thesis. In wondering the literature, as I tend to do while writing, I’ve come across an article (Gilbert and Geoghegan, 1995) that has some interest for me. Gilbert’s description of the paper is The Internet is changing

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Models of growth – responding to the grammar of school

This post serves as a brief placeholder of ideas and also to remind me to follow up further on this paper (Cavallo, 2004). The paper seems to offer a very interesting and informed perspective on issues that are of great interest to me, including the “Process” used in implementing e-learning within Universities and the “grammar

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E-learning usage – quality

The following post is a continuation of posts from the “Past Experience” section of chapter 2 of my thesis. It follows on from previous posts including: Ps Framework, History of technology-mediated learning, and the paradigms of e-learning. I’m currently working on the “e-learning usage” section. The aim here is to look at the quality and

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Pedagogy of the impressed – how teachers become victims of technology vision

I’ve just skimmed through a recent paper by Convery (2009) titled “The pedagogy of the impressed: how teachers become victims of technology vision”. This paper resonates quite strongly with a growing sense of concern I have about simplistic, ill-informed practices around e-learning. In particular, there are (for me at least) direct connections with some of

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The paradigms of e-learning

I’m currently working on chapter 2 of my thesis – the literature review. Mine is using the Ps Framework as the organising structure and also as part of the contribution of the thesis. I’m currently working on the “Past Experience” component of the Ps Framework. Recently, I posted the History of technology mediated learning section.

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