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Proponents have marketed e-learning by focusing on its adoption as the right thing to do while disregarding, among other things, the concerns of the potential users, the adverse effects on users and the existing research on the use of e-learning or related innovations. In this paper, the e-learning-adoption proponents are referred to as the technopositivists. It is argued that most of the technopositivists in the higher education context are driven by a personal agenda, with the aim of propagating a technopositivist ideology to stakeholders. The technopositivist ideology is defined as a ‘compulsive enthusiasm’ about e-learning in higher education that is being created, propagated and channelled repeatedly by the people who are set to gain without giving the educators the time and opportunity to explore the dangers and rewards of e-learning on teaching and learning. Ten myths on e-learning that the technopositivists have used are presented with the aim of initiating effective and constructive dialogue, rather than merely criticising the efforts being made.
Blended learning, mixing online and face-to-face learning modes, has been increasingly adopted in training with the expectation that it will help solve transfer problems and will lend other educational benefits.While there is a set of knowledge about design for facilitating transfer, it has not been investigated in a blended environment context. In response, this study investigated training design related factors that facilitated and hindered transfer in a blendedtraining context. The case program was a 6-week management leadership development program offered by a corporate university in Korea. Both facilitating and hindering design factors at each learning node were investigated by conducting a literature review, document analyses, focus group interviews, one-on-one interviews and an online survey. In addition to descriptive analysis, a smaller number of factors were drawn as salient design factors having predictability for transfer by using stepwise multiple regression. For the online module, the facilitating factors in ‘demonstration’ and ‘activation’ were best predictors for transfer.As a predictor among the hindering factors in the online module, the factors in ‘demonstration’ were yielded. For the off-line module, the factors in ‘application’ were drawn as predictor factors. However, no single hindering variable resulted from the multiple regressions related to this module. By integrating the descriptive and predictive statistical analysis with qualitative data analysis, specific design guidelines for blended training to ensure transfer were presented.
Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time—the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web-based training, has not yet been fully examined. The purpose of this qualitative developmental studywas to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes.
Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning, characterised by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. The challenge is to enable learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other. In this paper, we review the potential of mobile learning research for designing seamless learning environments that can bridge both formal and informal learning, present a research agenda and discuss important methodological issues that concern research into formal and informal learning.
Editorial
The book sits firmly in the context of the shift from the “i” to the “c” of ict (information and communications technology) that has been enabled by the developments in user-friendly software shown by the explosion of social networking sites and the engagement of young people inWeb 2.0 practices. It offers for consideration the premise that, if communication is central to the learning process, thenWeb 2.0 applications could offer exciting possibilities. The authors then explore these possibilities. They begin with a definition of Web 2.0; they identify its key characteristics, evaluate the educational potential of significant Web 2.0 practices and provide the theoretical underpinning for this work. While making a strong case for the incorporation of Web 2.0 in education, they also make clear that they do not consider it as the panacea for all educational evils.
This absorbing book argues its case persuasively and should be an invaluable resource for its target audience of teachers, teacher educators, researchers and local authority professionals. I cannot help wishing, however, that the narrative had indicated more specifically that, though digital technologies require and support learning understood as a social activity, this understanding is not a discovery of our digital age, but has been advocated by Dewey and other prophetic voices since at latest the start of the 20th century. This minor reservation apart, I highly recommend this book. It actually gives me sound reason to hope that, with the integration of digital literacies in the curriculum, those prophetic voices will finally be heard and their message will fully be incorporated into classroom practice.
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