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ERIC Number: ED470131
Record Type: Non-Journal
Publication Date: 2001-Nov
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Looking for the Hype in Hypertext: An Essay Deconstructing Pedagogical Assumptions Associated with Online Learning and Instructional Design.
Dwight, Jim
This paper aims to debunk the metaphysics of presence informing modernist pedagogical assumptions. Systematic instructional design, predicated on teleological and eschatological modern metaphysics, superordinates designers' goals at the expense of learners. Tracing structuralist pedagogical theory to Bobbitt (1997) and Tyler (1949), one can readily see the roots of popular instructional design models, such as Smith and Ragan (1993), Mager (1997), and Dick and Carey (1996). If, however, we look to pragmatism and post structuralism, we can find alternatives to reductive and straight-line pedagogical theories and thereby construct emergent and transactional learning spaces in which learner input is valued. Pragmatist and postmodernist pedagogies, moreover, place an emphasis on mediation. (Contains 42 references.) (Author/AEF)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A