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Dalsgaard, C. (2005). Pedagogical quality in e-learning. eleed, Iss. 1. (urn:nbn:de:0009-5-785)
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%0 Journal Article %T Pedagogical quality in e-learning %A Dalsgaard, Christian %J eleed %D 2005 %V 1 %N 1 %@ 1860-7470 %F dalsgaard2005 %X The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities. %L 370 %K design %K e-learning %K e-learning technology %K evaluation %K learning objects %K learning theory %K multimedia %K user interaction %K user interface %K virtual learning environments %U http://nbn-resolving.de/urn:nbn:de:0009-5-785Download
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@Article{dalsgaard2005, author = "Dalsgaard, Christian", title = "Pedagogical quality in e-learning", journal = "eleed", year = "2005", volume = "1", number = "1", keywords = "design; e-learning; e-learning technology; evaluation; learning objects; learning theory; multimedia; user interaction; user interface; virtual learning environments", abstract = "The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities.", issn = "1860-7470", url = "http://nbn-resolving.de/urn:nbn:de:0009-5-785" }Download
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TY - JOUR AU - Dalsgaard, Christian PY - 2005 DA - 2005// TI - Pedagogical quality in e-learning JO - eleed VL - 1 IS - 1 KW - design KW - e-learning KW - e-learning technology KW - evaluation KW - learning objects KW - learning theory KW - multimedia KW - user interaction KW - user interface KW - virtual learning environments AB - The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities. SN - 1860-7470 UR - http://nbn-resolving.de/urn:nbn:de:0009-5-785 ID - dalsgaard2005 ER -Download
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ISI
PT Journal AU Dalsgaard, C TI Pedagogical quality in e-learning SO eleed PY 2005 VL 1 IS 1 DE design; e-learning; e-learning technology; evaluation; learning objects; learning theory; multimedia; user interaction; user interface; virtual learning environments AB The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities. ERDownload
Mods
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Full Metadata
Bibliographic Citation | e-learning and education, Iss. 1 |
---|---|
Title |
Pedagogical quality in e-learning (eng) |
Author | Christian Dalsgaard |
Language | eng |
Abstract | The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities. |
Subject | design, e-learning, e-learning technology, evaluation, learning objects, learning theory, multimedia, user interaction, user interface, virtual learning environments |
Classified Subjects |
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DDC | 370 |
Rights | DPPL |
URN: | urn:nbn:de:0009-5-785 |