Abstract
<div class="abstract_container"> <strong>Abstract:</strong> The history of this issue can really be traced back to an annual internal conference of the <a href="http://iet.open.ac.uk/research/calrg/home.cfm" target="xref">Computers and Learning Research Group</a> at the Open University. I had been invited to attend as a discussant, and as I listened to the papers, I was struck by the diversity of theories that people were drawing upon, and the very different ways in which they were using them. For some, a theory was a touchstone, a guiding set of principles, the foundation on which their work built. For others, theories were tools, and the important thing was having the right one for the job. What, I wondered, was the right way to use theory here? Should we believe in them, live them, and risk being dogmatic — or should we be pluralistic, tied to none, and risk being superficial? </div> <p class="editors_container"> <strong>Editors:</strong> <A href="http://www.ucl.ac.uk/epd/profiles/mo.html" target=xref>Martin Oliver</A> (UC London, UK) (Guest Editor)
Highlights
These ideas were soon developed by discussions with colleagues preparing submissions for ALT-C 992
A workshop was proposed on the topic of theory and learning technology, and out of this grew what has become the ALT3 Theory & Learning Technology Special Interest Group4
The mailing list was all well and good, and the positional papers posted on the group?s site were all very stimulating, but a more intensive, sustained discussion was desired. It was at this point that we approached Simon Buckingham Shum for permission to run a special issue of JIME on the topic — and he kindly agreed, perhaps little realising the work that would be needed before it was finished
Summary
These ideas were soon developed by discussions with colleagues preparing submissions for ALT-C 992. Special Issue on Theory for Learning Technologies: Editorial The history of this issue can really be traced back to an annual internal conference of the Computers and Learning Research Group1 at the Open University.
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