Learning at a distance

Technology: access, pedagogy and use in ODL research

Learning at a distance

Posted by Prof. FRASER William John (wfraser@hakuna.up.ac.za) on July 13, 2000 at 01:54:45:
In Reply to: Re: Didactics and Pedagogy posted by Prof. PAPROCK Kenneth E. on July 13, 2000 at 00:45:18:
Having read many comments on attempts in defining and describing our tasks and functions within the boundaries of distance education, we are brought back each and every time to the basics of our science or practice namely to create and develop learning opportunities for learners whom by choice or chance have opted to enhance their own learning at a distance. Tele-learning as phenomenon within the parameters of "the science of educating learners at a distance" (do we wish to call this telegogics?) should remain our point of departure as this distinguishes our practice from that of the face-to-face contact practitioners. The distance in education is enclosed within conceptual understanding of each learner. There is also a lot of distance in classical residential education.

The questions we should therefore be asking are common:

1. How are our practices enhancing learning?
2. What are we doing at a distance that are exceptional in enhancing the understanding of our learners?
3. What are we not doing and what should we be doing to enhance learning at a distance?

Being a keen reader of Lev Vygotsky's work on constructivism and the emphasis we are paying to constructivist instructional design, I am being lead back to the prime problem we have identified at the conference, namely that it appears as if it is not the theoretical underpinning / pedagogical / andragogic foundations guiding our thinking in using the internet and CDROM, but high-tech costly techniques and strategies who are controlled by technical specialists.

As educationists we have to take control, lead and give direction to a "new" mode of learning.

Question: How are we going to steer our research from here?

Bill Fraser

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: Having read many comments on attempts in defining and describing our tasks and functions within the boundaries of distance education, we are brought back each and every time to the basics of our science or practice namely to create and develop learning opportunities for learners whom by choice or chance have opted to enhance their own learning at a distance. Tele-learning as phenomenon within the parameters of "the science of educating learners at a distance" (do we wish to call this telegogics?) should remain our point of departure as this distinguishes our practice from that of the face-to-face contact practitioners. The distance in education is enclosed within conceptual understanding of each learner. There is also a lot of distance in classical residential education. : The questions we should therefore be asking are common: : 1. How are our practices enhancing learning? : 2. What are we doing at a distance that are exceptional in enhancing the understanding of our learners? : 3. What are we not doing and what should we be doing to enhance learning at a distance? : Being a keen reader of Lev Vygotsky's work on constructivism and the emphasis we are paying to constructivist instructional design, I am being lead back to the prime problem we have identified at the conference, namely that it appears as if it is not the theoretical underpinning / pedagogical / andragogic foundations guiding our thinking in using the internet and CDROM, but high-tech costly techniques and strategies who are controlled by technical specialists. : As educationists we have to take control, lead and give direction to a "new" mode of learning. : Question: How are we going to steer our research from here? : Bill Fraser :

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