New pedagogies for e-learning?

Martin Oliver

doi:10.1080/09687760600668453

Abstract

The question of how technology affects pedagogy is not new, but has started to become a focus for attention again. The UK’s Joint Information Systems Committee, for example, has spent the past two years supporting a programme of research into this topic, both from the perspective of the teacher (understanding designing for learning) and more recently from the perspective of the learner (understanding the learner’s experience).DOI: 10.1080/09687760600668453

Highlights

What is different, this time around? The promise of technology to revolutionise teaching has a long-established history that seems to have failed to materialise
The UK’s Joint Information Systems Committee, for example, has spent the past two years supporting a programme of research into this topic, both from the perspective of the teacher and more recently from the perspective of the learner
The media debate has provided background noise—McLuhan’s claim that the medium is the message and the counter-arguments that the medium has no effect on message content confusing matters still further

Summary

Introduction

This time around? The promise of technology to revolutionise teaching has a long-established history that seems to have failed to materialise. The question of how technology affects pedagogy is not new, but has started to become a focus for attention again. The UK’s Joint Information Systems Committee, for example, has spent the past two years supporting a programme of research into this topic, both from the perspective of the teacher (understanding designing for learning) and more recently from the perspective of the learner (understanding the learner’s experience).

Results

Conclusion