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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/4303
- E-lusive learning: innovation, forced choice and reflexivity
- Bechervaise, Neil E.; Chomley, Peter M.
- Despite continued efforts to engage students through an apparently magical siren call from the computer, e-learning has a substantially lower uptake than its putative parent, the Internet. The exponential generation of unqualified information has become a world-wide clarion-call to educators to harness the whirlwind of potential but, like all learning opportunities, e-learning is by no means as simple to develop as it appears. Though calls to spend $10bn a year on e-learning in schools to prevent the country from going broke (The Age, August, 2003) may strike resonant chords in the hearts of Australian IT designers, they will continue to fall on deaf ears until a business case can be made. This paper presents the learning framework within which e-learning needs to be developed and then observes the largely continuing mismatch between what we seek and what developers provide. In conclusion, the paper argues that an on-going absence of reflexivity in instructional design results in the continued exclusion of the learner from the complexity of the learning process.
- Publication type
- Conference paper
- Research centre
- Swinburne University of Technology. Australian Graduate School of Entrepreneurship
- Proceedings of 'Instructional design: applying first principles of instruction', the 2003 e-Learning Conference on Design and Development, Melbourne, Victoria, Australia, 10-14 November 2003
- Publication year
- RMIT University
- Publisher URL
- Peer reviewed