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...and the other thing I sent that didn't make it... >Clive Church wrote: > > >P.s As the success of each lesson is dependent on the teacher (skills, > >enthusiasm, personality etc.) in using the resources at his/ her disposal > >and the 'chemistry' of each particular group how can different leanring > >design models be effectively evaluated.......or am I just a crusty old > cynic??!! > >I think this is a good question. I'd say that there is a real risk here. >This is the worst-case scenario: > >--------------- > >Someone does some "effective practice". It's evaluated, which provides an >abstract description of it (inevitably losing elements of context, often >including things like "chemistry"). This model then becomes a resource of >the kind that these projects are exploring (a case study, say, or tips for >practice). Someone else picks these up and tries to use them and - because >vital but intangible information is missing - it doesn't go as expected. >They lose heart and grow more conservative. > >--------------- > >In other words, no matter how good the source, we risk just producing >"more of the same" by turning these learning designs into yet more recipes >for practice. (Of which there are already plenty.) > >All that it would take to turn this into a good outcome, really, is that >the person who picks up the resource thinks creatively about how to adapt >what is described to their own practice. Of course I suspect this (people >thinking, not just copying) is the one bit that it's going to be hard for >JISC to promote through funding! > >Am I being overly cynical, too? Can anyone come up with a "fix" for this? > >Martin --------------------- Dr. Martin Oliver, Education and Professional Development, University College London, 1-19 Torrington Place, London, WC1E 7HJ Phone: +44 (0)20 7679 1905 (x. 41905) Fax: +44 (0)20 7679 1715 Email: [log in to unmask] From May 10th: [log in to unmask] MA Learning Technology Research: http://www.ucl.ac.uk/epd/ltr/ ALT-J: http://www.tandf.co.uk/journals/titles/09687769.asp