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Table Of Contents

1: A PEDAGOGICAL DESIGN FRAMEWORK FOR E-LEARNING
2 E-LEARNING THEORIES, FRAMEWORKS, MODELS AND TAXONOMIES
3 THE ALIGNMENT PRINCIPLE IN EDUCATIONAL DESIGN
4 THE PSYCHOLOGICAL THEORY UNDERPINNING EDUCATIONAL DESIGN
4.1 THE ASSOCIATIONIST/EMPIRICIST PERSPECTIVE
4.2 THE COGNITIVE PERSPECTIVE
4.3 THE SITUATIVE PERSPECTIVE
4.4 ARE THESE PERSPECTIVES JUST DIFFERENT LEVELS OF ANALYSIS?
5 PEDAGOGIC DESIGN: DEFINING LEARNING OUTCOMES
5.1 LEARNING OUTCOMES IN HE AND FE
5.1.1 Academic understanding
5.1.2 Generic Competence (transformative potential)
5.1.3 Reflection
5.1.4 Skill
5.2 MAPPING LEARNING THEORY TO LEARNING OUTCOMES
6 PEDAGOGICAL DESIGN: DESIGNING THE LEARNING ENVIRONMENTS
6.1 FROM THEORY TO DESIGN PRINCIPLES
6.3.1 Constructivist Learning Environments
6.3.2 Activity Systems
6.3.3 Constructivist learning outcomes: the zone of proximal development
6.3.4 Constructivist LTAs: scaffolding
6.4.1 Networked learning in communities of practice
7 PEDAGOGIC DESIGN: ASSESSMENT
8 PRAGMATIC ISSUES IN PEDAGOGIC DESIGN
9 EXISTING E-LEARNING APPROACHES AND THEIR PEDAGOGICAL ORIGINS
10. CONCLUSIONS
A. E-training models
B. Intelligent tutoring systems (ITS)
C. Britain and Liber’s Framework
D. The Learning Objects model of learning
E. IMS Learning Design
F. The DialogPlus project
G. The JISC ReLoad project
H. The European CANDLE project
I. The CSALT Networked Learning Model
J. The Laurillard Conversational Framework
J. Mayes & Fowler’s framework
K. Bereiter & Scardamalia (CSILE and Knowledge Forum)
L. Salmon’s e-tivities approach
M. Collis & Moonen’s flexible learning approach
N. The OU (IET) Extended Learning Objects approach
O. Opencourseware@MIT
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Stage 2 Learning Models (Version 1)

Stage 2 Learning Models (Version 1)

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Published by Beverly Ann de Leon

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Published by: Beverly Ann de Leon on Mar 11, 2011
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04/18/2013

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