Friends,
Peter Goodyear's definition reminded me of a problem that I've been
having for some time: the problem of different kinds of learning. Most
of the literature and practitioners are fragmented into communities that
serve one of four rather distinct communities. I attended a large
conference last year where I was summarily dismissed by one of the
luminaries in educational technology when I suggested that learning in
education was fundamentally different than learning in research.
Here are four brief differentiating definitions and descriptions:
Learning in a community of practice is knowledge sharing. Usually the
sharing of narrowly defined knowledge within an organization.
Learning in education, especially K-12, is knowledge transfer. Usually
the transfer of culturally approved interpretations and valued
knowledge.
Learning in research is synthetic knowledge creation. Usually guided by
science, it is directed toward description of a phenomenon, explanation
of it, and the building of a theory.
Learning in decision making or problem solving is knowledge gathering.
Usually political or engineering, this learning illuminates the nature
of a problem and seeks to solve a problem or come to consensus on a
solution.
Peter Goodyear's definition was:
"eLearning is the systematic use of networked multimedia computer
technologies to empower learners, improve learning, connect learners to
people and resources supportive of their needs, and to integrate
learning with performance and individual with organisational goals."
I would generalize the definition as follows:
"eLearning is the systematic use of networked communication technology
to improve the learning process, provide informational resources, and
introduce the learner to peers and experts."
--
Charlie Hendricksen [log in to unmask]
"Information technology structures human relationships."
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