Adult Education as Snake Oil under the Guise of Democracy

Based on initial content analysis research into the semiotics of advertising for online learning, this paper extends our understanding of the commodification of education via the web by carefully examining the implications of this marketing on the goals of democracy, the just distribution of education and knowledge as resources, and the consequent impact on social justice and equity

Symbolic meanings and e-learning in the workplace: The case of an intranet-based training tool

This article contributes to the debate on work-based e-learning, by unpacking the notion of ‘the learning context’ in a case where the mediating tool for training also supports everyday work. Users’ engagement with the information and communication technology tool is shown to reflect dynamic interactions among the individual, peer group, organizational and institutional levels. Also influential are professionals’ values and identity work, alongside their interpretations of espoused and emerging symbolic meanings. Discussion draws on pedagogically informed studies of e-learning and the wider organizational learning literature. More centrally, this article highlights the instrumentality of symbolic interactionism for e-learning research and explores some of the framework’s conceptual resources as applied to organizational analysis and e-learning design. </jats:p

Stealing Our Smarts: Indigenous knowledge in On-Line Learning

Tell me what you know….Knowledge and knowing can be a very tricky thing. Reflect on what you are fairly certain that you know. Self-certainty in human knowledge is a function of metacognition primarily. This paper addresses how we know what we know about the most primal and fundamental functions in our everyday lives, and equates the ways in which technology has invaded such spaces as romance to the ways in which technology has begun to infiltrate our own understandings of learning. Through an examination of indigenous knowledge, also thought of as folk knowledge, but meaning that knowledge which is resident within the learner themselves, this paper asserts that we need to move to more of a user-design (Carr, 1997) approach to online learning design and development

Instructional design for teachers : improving classroom practice, 2nd ed./ Carr-Chellman, Alison A.

xvii, 195 p.: ill, tab.; 23 cm

Instructional design for teachers : improving classroom practice

xv, 195 p.; 23 c

Instructional design for teachers : improving classroom practice, 2nd ed./ Carr-Chellman, Alison A.

xvii, 195 p.: ill, tab.; 23 cm

Global perspectives on e-learning : rhetoric and reality/ Edit.: Alison A-Carr-Chellman

280 hal.: tab.: 23 cm