learning - Academic Conferences Limited

John Jessel
2.1 An outline framework for learning and technology-use
A framework that summarises the main learning perspectives is shown in Figure 1. It was designed to
provide a convenient reference and basis for conceptualising, articulating and developing a discourse
amongst those interested in promoting effective learning using VLE technologies.
Figure 1: A framework for mapping technology-use according to learning perspective
Rather than regarding different technologies as having intrinsic properties in relation to the kind of
learning they may support the framework places emphasis on how a technology is used. Digital
technologies can be mapped into the space delineated by the two axes, but only according to how
they are used. In other words, according to use, a given technology could take up one of many
different positions, or spread over a more inclusive area.
Learning paradigms arranged along the horizontal axis begin with those aligned with an associative
perspective. The remainder of the axis, however, is representative of a cognitive or constructivist
perspective and acknowledges an increasing level of initiative and creativity on behalf of the learner.
Although the kinds of learning are reminiscent to those identified by Bloom (1956) the perspective is
primarily cognitive. The social dimension is marked out on a vertical axis. In its most basic form, social
involvement in learning is characterised by a relatively didactic transmission of information as shown
at the lowest point of the axis. Moving up the axis is the kind of interaction characteristic of scaffolding
within a social constructivist approach where a teacher or more experienced peer engages within an
activity so that learners are helped to develop their own understandings. Further up the axis social
engagement becomes more dialogic and participatory in nature. Participatory approaches can entail
an authentic quality (Brown et al., 1989). This has not been represented on the axes shown and could
be represented on a third orthogonal axis.
2.2 Encouraging participation through digital technologies
Although digital technologies could support learning in the ways outlined it does not automatically
follow that this will occur. While many adult learners may be self-motivated and work independently,
this is not always the case with younger learners and to some extent might account for the noted
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