thank you so much for your message and the time you have taken to respond! I am so thankful for any kind of guideline.
The core of what I would like to model is a curricula design for electronic delivery which is valid under a Vygotskian and AT framework. This curricula is meant to be an artefact which could be a self-standing artefact or be part of a larger computer system.
Based on this curricula or curricula artefact, I need to include and identify its subcomponents i.e., a learning module and a pedagogical (or teacher) module.
Hence, the issues I have to look at apart from the course construct are:
- its environment, context
- hybridization in the sense of the roles and responsibilities of
the system/human instructor/learner
- the interactions (based on hybridization)
- the norms including pedagogical nature
- related systems
- (degree of) intelligence
- psychological validity
By all means, it is my aim to be SCT and AT' valid! Are there any papers (within SCT and AT) which I could take as the underlying basis of the types of learning? to identify users (adult, higher education, individual learning through distance learning where the artefact needs to socially interact with the student, etc.), age groups, situations, and variables of affluence to these situations?
I would like to analyse requirements based on AT. However, I understand from AT, that there are different levels but since I am just new to AT, I would deeply appreciate if I could possibly be referred to some references and book. Also, can I model the final course in a structured way using AT? What would that be? Does AT also have state transitions modelling? and how about evalutation?
I am sorry for any inconvenience,
From: Mike Cole [mailto:firstname.lastname@example.org]
Sent: Thursday, August 12, 2004 1:08 AM
Subject: elearning and chat
George-- Your message which had such difficulty making it onto xmca seems
also to have had difficulty getting any answers!
I have read it a couple of times, now, and hesitate to provide anything
like a real answer because you raise so many issues at one time.
In particular, the term, e-learning, means a lot of different things to me
and I am sure a lot of different things to others on xmca. You describe
one arrangements-- reading pdf files, have a tutor to correspond with. You
ask about tools in this context and whether they can substitute for human
teachers (if I understand you correctly).
Some of us have participated in quite different kinds of e-learning, some
of it more or less "all at a distance" some of it mixing face to face and
web-based activity. I think that so much depends upon the mixture of factors
that enter into organization of the *community of learners/teachers* that
I would start from there and then begin my inquiry into the questions you
raise. I do not think there is one right answer, but lots of answers. Many
on this list, Kevin Rocap for one, have a ton of experience in this area.
This fall there are plans afoot to put together an other, or more than one
other, course around themes of interest to the MCA community. There is
almost a new facility on XMCA which will be a book discussion group
threaded discussion that could be part of a distributed course. We have
made a little headway in the does and donts of such efforts.
Perhaps addressing your questions in the context of a real live, ongoing,
collaborative effort would be a good way to ground the discussion.
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