Setting the Scene: E-Learning and the Evolution of Roles and Practices in Post-Compulsory Education

Setting the Scene: E-Learning and the Evolution of Roles and Practices in Post-Compulsory Education

Martin Oliver (University of London, UK)
DOI: 10.4018/978-1-61520-889-0.ch004
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Abstract

This chapter explores developments in e-learning in colleges and universities, providing a context for the work that follows. Pedagogical developments are reviewed, focusing particularly on the UK. Research is then considered, beginning with an orienting discussion of the curriculum as a focus for study. Research concerning the relationship between technology and the curriculum is then discussed. Implications of this for teachers, students and others are then presented. The chapter concludes by emphasising the need to engage with, rather than ignore, the complexity that a social account of technology in education provides.
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Introduction

The purpose of this chapter is to provide an account of the development of e-learning in post-compulsory education, focusing primarily on Higher Education and formal in-service learning, which is historically where the majority of interprofessional education has taken place (Freeth et al., 2002). This is considered in relation to pedagogy, and its relationship to interprofessional education, as introduced in the preceding chapters, is considered. To provide focus, the chapter then concentrates on research into curriculum design and practice, illustrating how these ideas fit with research into new technologies. This is then discussed in terms of implications for various roles, before conclusions are drawn about the kinds of issues that remain important within this area.

Technology and Post-Compulsory Education

Technology has always been implicated in educational development and change, whether it be the development of writing, the printing press or the Internet. Any review of this relationship, therefore, will necessarily be partial. For the purposes of this book, a review is provided that focuses on developments across the last few decades, concentrating on pedagogic developments and issues of professional role. This review concentrates on the UK, in order to provide a manageably brief case context.

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