CLAROLINE.NET

A wide variety of models concerning eLearning developments (or instructional design) exist but these are often scarce about pedagogical fundament. The purpose is not to constrain pedagogical considerations in one definitive model but to discern some pillars on which to build effective pedagogical setup.

The purpose of these educational tools is to promote learning but how to do that without a small knowledge about the nature and the conditions of learning ?

In searching for a dynamic model for learning, we have investigated many authors (Combs, 1976; Saljo, 1979; Biggs & Telfer, 1987; Savoie & Hughes, 1994) who attempt to describe this process. We have also tried to federate a lot of “learner-centered” factors derived from the American Psychological Association (APA, 1997). In addition, learning factors that are particularly well boosted by ICT and derived from educational technology research are embedded in this model (Means & Olson, 1994; Dijkstra et al., 2001). The figure below shows the results presented as a dynamic adaption of our five poles model (Lebrun, 1999) somehow provocating because oversimplified.

 

 

Figure 1. Dynamic representation of our learning model