Thorpe, Mary
(2012).
|
Due to copyright restrictions, this file is not available for public download Click here to request a copy from the OU Author. |
| Google Scholar: | Look up in Google Scholar |
|---|
Abstract
Failure to transform educational institutions through the use of new technologies has been blamed on the continuation of outmoded pedagogy. However, the new spaces opened up by using technology are leading to new pedagogical approaches and an expansion in its role. Three areas currently important for European educational technologists are explored in relation to their implications for pedagogy: Open educational resources, learning design, and mobile learning. Each has fostered new forms of pedagogical creativity. Pedagogy is necessary at many stages in implementation, across stakeholders and user groups, and has new tools with which it can specify learner activity and make its own processes explicit to others. Pedagogy may be a difficult term, with its hints of top-down control, but its core meaning of facilitating learning is more important than ever. Here also is the key to sustainability. Learner needs change and opportunities created by technology also change and interact dynamically. Effective learning can only be sustained by a proactive pedagogy, working creatively with technology.
| Item Type: | Journal Article |
|---|---|
| Copyright Holders: | 2012 Educational Technology |
| ISSN: | 0013-1962 |
| Keywords: | educational technology; pedagogy; Europe;open educational resources; learning design;mobile learning; |
| Academic Unit/Department: | Institute of Educational Technology |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Related URLs: | |
| Item ID: | 33482 |
| Depositing User: | Mary Thorpe |
| Date Deposited: | 19 Apr 2012 15:20 |
| Last Modified: | 25 Oct 2012 03:07 |
| URI: | http://oro.open.ac.uk/id/eprint/33482 |
Actions (login may be required)
| View Item | |
| Report issue / request change |