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Dalsgaard, C. (2005). Pedagogical quality in e-learning. eleed, Iss. 1. (urn:nbn:de:0009-5-785)

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%0 Journal Article
%T Pedagogical quality in e-learning
%A Dalsgaard, Christian
%J eleed
%D 2005
%V 1
%N 1
%@ 1860-7470
%F dalsgaard2005
%X The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities.
%L 370
%K design
%K e-learning
%K e-learning technology
%K evaluation
%K learning objects
%K learning theory
%K multimedia
%K user interaction
%K user interface
%K virtual learning environments
%U http://nbn-resolving.de/urn:nbn:de:0009-5-785

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Bibtex

@Article{dalsgaard2005,
  author = 	"Dalsgaard, Christian",
  title = 	"Pedagogical quality in e-learning",
  journal = 	"eleed",
  year = 	"2005",
  volume = 	"1",
  number = 	"1",
  keywords = 	"design; e-learning; e-learning technology; evaluation; learning objects; learning theory; multimedia; user interaction; user interface; virtual learning environments",
  abstract = 	"The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities.",
  issn = 	"1860-7470",
  url = 	"http://nbn-resolving.de/urn:nbn:de:0009-5-785"
}

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RIS

TY  - JOUR
AU  - Dalsgaard, Christian
PY  - 2005
DA  - 2005//
TI  - Pedagogical quality in e-learning
JO  - eleed
VL  - 1
IS  - 1
KW  - design
KW  - e-learning
KW  - e-learning technology
KW  - evaluation
KW  - learning objects
KW  - learning theory
KW  - multimedia
KW  - user interaction
KW  - user interface
KW  - virtual learning environments
AB  - The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities.
SN  - 1860-7470
UR  - http://nbn-resolving.de/urn:nbn:de:0009-5-785
ID  - dalsgaard2005
ER  -

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Wordbib

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ISI

PT Journal
AU Dalsgaard, C
TI Pedagogical quality in e-learning
SO eleed
PY 2005
VL 1
IS 1
DE design; e-learning; e-learning technology; evaluation; learning objects; learning theory; multimedia; user interaction; user interface; virtual learning environments
AB The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities.
ER

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Mods

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Full Metadata

Bibliographic Citation	e-learning and education, Iss. 1
Title	Pedagogical quality in e-learning (eng)
Author	Christian Dalsgaard
Language	eng
Abstract	The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities.
Subject	design, e-learning, e-learning technology, evaluation, learning objects, learning theory, multimedia, user interaction, user interface, virtual learning environments
Classified Subjects	ddc 006.4, Multimedia Systems 153.15, Learning 371.358, electronic distance education pacs C6130M, Multimedia
DDC	370
Rights	DPPL
URN:	urn:nbn:de:0009-5-785