Paul Melrose
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"Education"
Content creation is becoming easier, cheaper (even free), and sharing your content is just as doable. If you want to tip your creative toe in world of online content creation, then screencasts are a very nice way to start. If you take care with your preperation and pick a good topic, people will really appreciate [...]
In late 2007 Martin Weller published his ‘The VLE/LMS is dead’ blog post. Weller’s post was not an obituary for the VLE, but rather an argument that we will see a shift from institutionalized VLEs towards ‘loosely coupled teaching’ (a phrase he credits to Scott Leslie).
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Weller’s post is a walk-through of the alternatives to using common feature sets found in most VLEs. He also deals with some of the possible objections that might be raised were one to decide to make that shift. I suspect that any educator who has set up a Moodle platform, or experimented with creating courses on other VLE solutions, will have had similar thoughts about the readily available and free Web 2.0 tools out there.
Instructional design continues to wait for psychology to present a unified and coherent theory of learning. Till then, the best must be made of what is available. While today much energy is put into constructivist models, behaviourism, with all it’s pre-cognitive assertions, is still on the table. The fact that it has held on for so long is a testament to its principles, not to the theoretical base. Yet often there is confusion between the two. This article will look at why behaviourism still maintains its spoke in the wheel of instructional design, and how it may still offer itself as vital element the search for a unified theory of learning
