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Learning relationships from theory to design

Fowler, C.J.H. and Mayes, J.T. (1999) Learning relationships from theory to design. Association for Learning Technology Journal, 7 (3). pp. 6-16. ISSN 0968-7769

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    Abstract

    This paper attempts to bridge the psychological and anthropological views of situated learning by focusing on the concept of a learning relationship, and by exploiting this concept in our framework for the design of learning technology. We employ Wenger's (1998) concept of communities of practice to give emphasis to social identification as a central aspect of learning, which should crucially influence our thinking about the design of learning environments. We describe learning relationships in terms of form (one‐to‐one, one‐to‐many etc.), nature (explorative, formative and comparative), distance (first‐, second‐order), and context, and we describe a first attempt at an empirical approach to their identification and measurement.

    Item Type: Article
    Subjects: L Education > LB Theory and practice of education
    L Education > LC Special aspects of education > LC1022 - 1022.25 Computer-assisted Education
    Divisions: ALT-J Journal
    Depositing User: Justin Smith
    Date Deposited: 10 Apr 2009 11:37
    Last Modified: 04 Apr 2011 10:16
    URI: http://repository.alt.ac.uk/id/eprint/306

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