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He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!

However, to be part of the social network and be actively involve citizens, each must become life-long learners. 

“You are interacting with one single individual at all times.  There is no ‘class’ …”

“Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).

I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.

  E-Pedagogy: Does e-learning require a new pedagogy?  5 The emergence of e-learning  As part of the technological revolution, the use of e-learning, or blended learning, isincreasing. This is particularly true of Higher Education, which offers most programmespartly or wholly online. In the future, e-learning is likely to be more widely used in thetertiary and school sectors. Another driver for e-learning is life-long learning, whichrequires on-going training and re-training of the adult workforce.In many cases, e-learning is delivered through a virtual learning environment (VLE),which is a custom built environment designed for online learning. VLEs, such as  Blackboard and Moodle , typically provide all of the software tools required for onlinelearning such as communication and file sharing facilities. These environments are oftenmodelled around the traditional campus, providing ‘virtual staff rooms’ and ‘onlinecommon rooms’. E-portfolios provide the digital equivalent to the traditional paperportfolio; these typically provide online storage for a range of media types (such asdrawings, photos and videos). Dedicated e-assessment systems, such as Questionmark ,facilitate large-scale online testing, providing many of the question types that arefamiliar to teachers.Some academics have pointed out the potential of e-learning to improve current practice.Garrison and Anderson (2003) write:“E-learning has significantpotential to alter the nature of theteaching and learning transaction.In fact, it has caused us to face upto some of the current deficienciesof higher education, such as largelecturers, while providing somepossible solutions or ways tomitigate these shortcomings. Seenas part of pedagogical solution, e-learning becomes an opportunity toexamine and live up to the ideals of the educational transactiondescribed previously.” New learning opportunities The changing environment facilitates new kinds of learning. Teachers have traditionallyfocussed on content; indeed, many consider the identification and delivery of learningmaterial to be their prime role. But it has been argued that the traditional skill of contentcreation is redundant in the information-rich learning environment. Some of this contentis very high quality, even world class, and certainly superior to a hurriedly producedhandout of the type often used by busy teachers.It has been suggested that the contemporary teacher should be more “guide on the side”than “sage on the stage”. The ready availability of information makes  facilitation moreimportant than direction . The pedagogic issue is not too little information but too much:the contempora

changing learning landscape poses fundamental epistemological questions about thenature of knowledge and how it is acquired. Dede (2008) writes: “In the Classicalperspective, knowledge consists of accurate interrelationships among facts, based onunbiased research that produces compelling evidence about systematic causes […]Epistemologically, a single right answer is believed to underlie each phenomenon […]The epistemology that leads to validity of knowledge in Web 2.0 media such as Wikipedia  is peer review from people seen, by the community of contributors, as having unbiasedperspectives. Expertise involves understanding disputes in detail and proposingsyntheses that are widely accepted by the community

hatever new theory of learning emerges in thenext decade, it will likelybuild upon thesepedagogie

Online teachers must often have all class material prepared and ready for students before the course ever begins.

In online classes, teachers are not required to be in class at any particular time, but must make themselves available to student questions on a consistent basis throughout each day to insure that students have a consistent resource for learning

Instructors who conduct classes online have to be more aware of certain teaching techniques and learning outcomes. For example, online teaching classes available through public high school systems as well as postsecondary institutions emphasize the need to facilitate student communication. Because learners aren't communicating in a classroom setting, they need to be able to conduct ongoing dialogue with peers and professors. Teachers may wish to assign group projects or set participation quotas to provide distance-education students with the same sense of community and learning support that classroom-based students experience.

  Perhaps that is why Professor Pickett mentioned she had a hard time with students that felt they had nothing to learn.

“the aim of education must be the facilitation of learning”.

Though Rogers was referring to these traits in classroom, these same qualities apply to online learning and have been demonstrated by the Professor in the design of this course and in the breeze presentation explaining effective online learning.

ts taught in schools across the United States with little or no parental or educational oversight. Pearson standardized exams will assess how well teachers implement Pearson instruction modules and Pearson's common core standards, but not what students really learn or whether students are actually learning things that are important to know. Pearson is already creating teacher certification exams for eighteen states including New York, organizing staff development workshops to promote Pearson products, and providing school district Pearson assessment tools. In New York, Pearson Education currently has a five-year, $32 million contract to administer state test and provides other "testing services" to the State Education Department. It also recently received a share of a federal Race to the Top grant to create what the company calls the "next-generation" of online assessments.