The Advanced Distributed Learning (ADL) Vision and Getting From Here To There

Fletcher, John

doi:10.21236/ada452053

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…"cognitive styles" of learners (Fletcher, 2006). A great deal of research on the educational value of new technologies has thus been buoyed by waves of enthusiasm for the technologies themselves, and has been framed by assertions of the inevitable and pervasive changes that will result from their development.…”

Section: Introductionmentioning

confidence: 99%

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Online Education: A Science and Technology Studies Perspective / Éducation en ligne: Perspective des études en science et technologie

Hamilton

Friesen

2013

CJLT / RCAT

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This paper argues that research into the pedagogical value and potential of new technologies is limited by the implicit philosophical perspectives on technology that such research adopts. These perspectives either imbue technologies with inalienable qualities (essentialism) or posit technology as a neutral means for realizing goals defined by their users (instrumentalism). Such approaches reflect the reigning common sense around the relation of technology and social practice, but they have also been resoundingly critiqued from within the philosophy, history and sociology of technology. It is our argument that the development of more nuanced philosophical perspectives on technology derived from contemporary technology studies can provide fruitful new directions for online education research. After briefly outlining how essentialist and instrumentalist perspectives operate in such research, we overview the key contributions developed in technology studies, suggesting how the latter might enhance research into online education. Cet article soutient que la recherche sur la valeur et le potentiel pédagogiques des nouvelles technologies est limitée par les positions philosophiques qui y sont implicites. Ces positions conduisent soit à attribuer des qualités inaliénables aux technologies (essentialisme), soit à appréhender la technologie comme un moyen neutre pour la réalisation d’objectifs définis par les utilisateurs (instrumentalisme). De telles approches reflètent le sens commun qui prévaut quant à la relation entre la technologie et la pratique sociale. Elles ont cependant aussi été vivement critiquées dans les milieux de la philosophie, de l'histoire et de la sociologie de la technologie. Nous défendons l’idée que l’élaboration de positions philosophiques plus nuancées sur la technologie, issues des études contemporaines de technologie, peut offrir de nouvelles orientations fécondes pour la recherche consacrée à l’éducation en ligne. Après une brève description des positions essentialistes et instrumentistes telles qu’elles se présentent dans ce champ de recherche, nous passerons en revue les principales contributions des études en technologie et suggérons comment ces dernières pourraient rehausser la recherche consacrée à l’éducation en ligne.

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Section: Introductionmentioning

confidence: 99%

“…Cf.,Robertson (2003) for a useful discussion of this opposition in the discourse of educational technology.6 For a discussion of the role of faculty in creating online education, seeFeenberg (1999b) andHamilton & Feenberg (2012& 2006.…”

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confidence: 99%