Three Objections to Learning Objects - Norm Friesen - 0 views
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This paper outlines a number of problems associated with this movement, all of which arise in some way from the juxtaposition of narrow technical and specialized concepts with the general and varied dimensions and contexts of learning
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In clear contrast to the dominance of the object-oriented paradigm in programming and software design, there is no consensus among educational experts as to how learning occurs or how it can best be understood. There is no "all-pervasive" approach or "paradigm" for learning or education as is claimed for programming and software design. "Pedagogy as well as instructional design," as Allert, Dhraief, and Nejdl say, "are ill-structured domains" (2002).
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In this pattern, these innovations are introduced into educational contexts and practices clearly bearing the stamp of their technical origin. Instead of being presented in terms familiar and meaningful to educators, they bear connotations that appear unclear or even negative in these practical contexts
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