On Fri, 2008-12-05 at 16:41 +1300, Leigh Blackall wrote: > As for instructional design... this is the very reason I personally > would appose the idea of using Wikieducator to develop text books, > because we would see pedagogical templates and "activities" > frustrating the information. IMO pedagogical activity should be kept > separate from text books so as to allow teachers and learners the > freedom to design their own processes around the content. This was > Teemu Leinonen's argument back when we were discussing the development > of the OER Handbooks.
Leigh, the experience, research and published literature from Open Distance Learning field does not support these propositions -- Here you may want to consult the work of Derek Rowntree, Lockwood and others. There is pretty conclusive research evidence supporting the integration of learning activities in asynchronous learning texts. BTW -- Like David, I was researching and writing about pedagogical re-usability in the 90's -- and although I hate to admit this, I was engaged in the early days of Computer Assisted Learning and our mistaken premises around congruence theory that computers were the panacea to matching learning styles with teaching styles. The big mistake we were making with that early research fad was the fact that teaching/learning is not simply a dyadic relationship -- we were forgetting about the demands of the learning task (content) and the huge potential associated with Metalearning. In this regard -- I rather like Ronald Reagan's philosophy --- "There is no limit to the good you can do if you don't care who gets the credit" Cheers Wayne --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "WikiEducator" group. To visit wikieducator: http://www.wikieducator.org To visit the discussion forum: http://groups.google.com/group/wikieducator To post to this group, send email to [email protected] To unsubscribe from this group, send email to [EMAIL PROTECTED] -~----------~----~----~----~------~----~------~--~---
