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ERIC Number: EJ1131623
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1833-4105
Situating e-Learning: Accelerating Precepts from the Past
Carter, Susan; Sturm, Sean; González Geraldo, José Luis
International Journal of Pedagogies and Learning, v9 n1 p1-9 2014
E-learning entails a different cognitive performativity from class or textual teaching and learning. It is critiqued through three case studies from lecturers working digitally in different ways. The authors' various challenges in shifting from the classroom to the "digitas" illuminate the risk of interpassivity into which "users" are easily tempted. There are a few caveats about education's headlong rush into e-learning. The paper details experiences of translating pedagogical philosophies and practical teaching methods from classroom to screen. Interrogating their teaching philosophies during this process led the authors to align e-learning with mediaeval mnemotechnics, spatially organised systems for structuring knowledge so that the learner develops holistically. In e-learning and mnemonics, spatiality and visual images are used as thinking devices. Placing e-learning on a vector with precepts from the past enables education's core values to hold steady through the (sometimes discomforting) shift in cognitive processing and identity that "e-tivity" demands.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand