What about calling it Learning.
-----Original Message-----
From: Networked Learning in Higher Education
[mailto:[log in to unmask]]On Behalf Of tim barker
Sent: 07 March 2005 06:58
To: [log in to unmask]
Subject: Re: How widespread is the use of the term (and the concept) of
"e-learning" ?
Dear Gianni,
I think your perception is more-or-less correct. I was told that here in
Japan the term e-learning is being replaced with ubiquitous-learning
(although I'm not sure that u-learning is being proposed). But I think
you're also right, at least from my own research position, that the wider
picture is being recognised, e.g. pedagogical, organisational,
socio-cultural/political and economic factors. In fact I had been using the
term 'virtual learning' and only recently replaced it with 'e-learning'. It
looks like I may have to revisit this. Although, of course, its just a label.
I'd also be interested to see what other members of the list think.
Best
Tim Barker
UNU-IAS
Japan
At 15:43 07/03/2005, you wrote:
>Apologises for cross-posting
>
>Dear List colleague
>
>Within our group of "learning with technologies" practitioners, we have
>been debating the use of the term "e-learning" to designate the
>educational use of technologies.
>As members of many international mailing lists in the field, we realised
>that the term "e-learning" is now much less frequently used that it once
>was. We have also noticed that within the titles of journals (printed and
>online), conferences, books and portals the term is disappearing and terms
>such as "learning", "teaching" and "technology" are being employed instead.
>
>What are your thoughts on this phenomenon?
>
>If you agree with our perception of this, what is the cause of this change
>in terminology?
>Our view is as follows.
>- The failure of the "e-learning approach" to enhance the
>learning experience (to use technologies for delivering contents/learning
>materials; to substitute analogical teaching/learning tools with digital
>ones) has created the change in terminology;
>- Within the "community of practice" of the people who use
>technologies to improve the learning outcomes at the individual and the
>educational systems levels, there is a growing awareness of the necessity
>of adopting a more pedagogically-based approach than the
>technologically-based one adopted in the early e-learning era;
>- To demonstrate a tangible added-value in the use of
>technologies to justify the added-cost, it is necessary to adopt an
>operational model which uses technologies not only in the online/distance
>learning settings, but also in face-to-face learning settings;
>- The use of technologies to enhance learning does not have to be
>based on the use of costly courseware, but rather on simpler and cheaper
>digital documents (for organising and delivering contents) and on
>communications and collaboration tools not necessarily arranged under the
>form of a complex LMS
>
>Regards
>Gianni Marconato
>
>
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