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On reification: A reinterpretation of designed and emergent practice

By Chris Tompsett and Graham Alsop

Abstract

This paper is a response to the article: ‘Examining the five‐stage e‐moderating model: designed and emergent practice in the learning technology profession, published in ALT‐J 11 (1). Whilst we agree with the concerns of the authors on the problems of commodification and the increasing control of learning technology from a financial or predominantly management perspective, we wish to offer a reinterpretation of the research by taking a stricter analysis of the events described by the authors

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: University of Wales Press
Year: 2003
DOI identifier: 10.1080/0968776030110206
OAI identifier: oai:generic.eprints.org:406/core5

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Citations

  1. (1992). Action Research: Principles and Practice, doi
  2. (1998). Communities of Practice: Learning, Meaning and Identity, Cambridge: doi
  3. (2000). E-Moderating the Key to Teaching and Learning Online, doi
  4. (1991). Situated Learning Legitimate Peripheral Participation, Cambridge: doi

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