The Research theme

ADDUCTION AND SEMANTICS: THE EVOLUTION OF PERSONALISATION
This paper explores the current use of educational technology and the realm of e-learning in particular in the light of the perceived challenges and threats of rationalisation and globalisation and proposes that their is a fundamental mis-representation of e-learning and its ability to change the methodologies of teaching and learning in current practice.

The author proposes that it is no longer possible to simply ‘let pedagogy lead our use of technology’ but calls for a change of theoretical practice.

Since Plato established the Academy in the 4th Century BC offering a venue for original thinkers to come together (and as a reaction to the Sophists who were beginning to charge for their interpretations and teachings ) the basic premise of a University has essentially remained the same – the acquisition and promulgation of knowledge.

This paper proposes to initiate the exploration of current e-learning models in practice, discern their development and theoretical hereditary and plot a taxonomy of the current outcomes. Furthermore it hopes to establish a future line of exploration into the nature of learning within an online environment and offer the beginnings of a radical departure from the status quo in our current thinking and practice in the use of educational technology (ET).

A key issues raised in the use of ET is that it must be driven by pedagogy first, that technology offers us a way to improve our current methodologies and enhance our practice. It has been said that e-learning is merely enhanced learning , providing an explicit use of technology to further promote interaction and engagement of the learner.

It is apparent that there are many pedagogic models applicable to e-learning instances (e.g. Laurillard’s Conversational Framework, Salmons 5 Step Approach etc) however there are few if any all encompassing theoretical frameworks such as those that are representational of traditional teaching and learning practice (Behaviourism, Socio-Cultural Constructivism, etc.) that are genuinely valid for the realm of e-learning.

Historically we have acknowledged the increasing presence of e-learning tools (wikis, blogs, SMS, etc.) as a mere addition to our teaching armory. Rolling out where appropriate, that which can be of value at a given instance (e.g. SkypE for online communications), or being led by institutional direction as to the use of omnipotent ETs (such as the presence of VLEs) in the growing world market of education.

Lateral thinking in the area of curriculum design in recent years has proven a most fertile area in challenging our perceived beliefs about current entrenched practices. Biggs (1999) concept of constructive alignment offers a means by which we might reconsider and ground our practice so that a learner is not only central to our approach but implicitly involved in the dynamic of a process driven curriculum. However this offers a mere addendum to the way we might consider the use and manipulation of ET within our day-to-day practice.

With the advent of the concept of Personalised Learning Environments (PLEs) have we now an opportunity to lay down a path that will enable a theoretical shift on behalf of teaching practice for the 21C?


BIBLIOGRAPHY

Biggs, J. (1999). Teaching for Quality Learning at University, Open University Press.

The personal learning environments blog
http://www.cetis.ac.uk/members/ple

Mayes, T. D. F., S (2005). Review Of E-Learning Theories, Frameworks And Models. Jisc E-Learning Models Desk Study. Jisc.
Laurillard, D. (2002). Rethinking University Teaching: A Framework For The Effective Use Of Educational Technology London, Routledgefalmer
Salmon, G. (2000). E-Moderating: The Key To Teaching And Learning Online. London, Kogan.