Activity theory as a potential framework for human-computer interaction research
Context and consciousness
Evaluating pedagogical classification frameworks for learning objects: A case study
Computers in Human Behavior
Designing capacity-building in e-learning expertise: Challenges and strategies
Computers & Education
Guidelines for the development of e-learning systems by means of proactive questions
Computers & Education
Proceedings of the Symposium on Human Interface 2009 on Human Interface and the Management of Information. Information and Interaction. Part II: Held as part of HCI International 2009
Concept of Competency Examination System in Virtual Laboratory Environment
WISE '09 Proceedings of the 10th International Conference on Web Information Systems Engineering
Adult learners and ICT: an intervention study in the UK
EC-TEL'06 Proceedings of the First European conference on Technology Enhanced Learning: innovative Approaches for Learning and Knowledge Sharing
Exploring the learning-theory bases of GBL
Journal of Computer Assisted Learning
Semi-automatic assembly of learning resources
Computers & Education
E-Learning Quality: Relations and Perceptions
International Journal of Information and Communication Technology Education
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A number of pedagogies and approaches are often quoted in the e-learning literature-constructivism, communities of practice, collaboration-but we suggest that much of what is described could more easily be explained in terms of didactic and behaviourist approaches to learning. In this paper we propose a model that supports the development of pedagogically driven approaches to e-learning. The paper begins by explaining how models can be used to represent theoretical approaches and to support practitioners' engagement with these. After outlining the method through which this can be achieved, a model of pedagogies is developed. This process begins with a review of learning theories, from which key components of learning are distilled. This abstraction is used as an analytical tool, allowing components of learning scenarios to be described and related to appropriate theoretical approaches through the use of specific tools and resources. Our assertion is that a better articulation and mapping of different pedagogical processes, tools and techniques will provide a pedagogic approach that is more reflexive and consistent with practitioners' theoretical perspective on learning and teaching.