E-Learning Design: Learning Modes, Pedagogical Principles, and Educational designing Skills
PROCEEDINGS
Laila Oubenaissa-Giardina, CIRTA, LICEF, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
Abstract: To further our investigations into e-learning design, we initiated three research projects, each of which uses an intervention focussed on a central aspect of e-learning: understanding learning and interaction modes, mediating e-learning, and establishing a systemic process for resources design. The EduFlex research project attempts to translate the characteristics of different learning and interaction modes. The PMS (Pedagogical Mediated Structure) aims at creating a framework for cognitive tools design by drawing pedagogical principles from the research to orient the design of cognitive tools that take in account the problems and potential of mediated and distributed learning environments (MDLE). The OSP (Online Pedagogical Scenario), looks at educational designing skills. By modelling pedagogical approaches, the research hopes to provide a better understanding of the interaction dynamics required for each approach.
Citation
Oubenaissa-Giardina, L. (2005). E-Learning Design: Learning Modes, Pedagogical Principles, and Educational designing Skills. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2270-2273). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 30, 2022 from https://www.learntechlib.org/primary/p/21534/.
© 2005 Association for the Advancement of Computing in Education (AACE)
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The Connected Learning Space
(2009) pp. 1–142
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Managing Technological Constraints and Educational Aspiration in a Multicultural Elearning Environment Design
Laïla Oubenaïssa-Giardina, CIRTA-Centre Interuniversitaire de Recherche sur le Téléapprentissage, Montreal, Canada; Madhumita Bhattacharya, Massey University, New Zealand
Journal of Interactive Learning Research Vol. 18, No. 1 (January 2007) pp. 135–144
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