Grids

The most interesting chapter in Stephenson's book is his chapter on Dialogue, Support and Control because of the clear way he represents types of learning activities. He describes learning activities as being on two types of continuum - the extent to which the learner manages the learning, and the extent to which the task is an open one. This is illustrated as below.

I recall that when I shared this a few years ago with colleagues at a conference a participant stated the obvious point that we should design learning to move students from the 'bottom-left' to the 'top-right' quadrants. It is this that has been significant in my own thinking and is now an integral part of the Best Practice Models e-Design Template.

This is also significant as the need to support/facilitate students as they develop independent learning skills reflects my personal model for learning. As Jackson notes in another chapter, the pedagogic conceptions of the teacher have a significant impact on student learning.

However, as Hase argues, it is not easy to embed learner-centered learning in teaching contexts where the culture is dominated by a teacher-centric focus and by a lack of alignment of stakeholder needs ie learners, staff and administration.

Hase, S., & Ellis, A. (2001). Problems with online learning are systemic, not technical. In J. Stephenson (Ed.), Teaching and Learning Online: New Pedagogies for New Technologies (Creating success). London, UK: Kogan Page.

Jackson, B., & Anagnostopoulou, K. (2001). Making the right connections. In J. Stephenson (Ed.), Teaching and Learning Online: New Pedagogies for New Technologies (Creating success). London, UK: Kogan Page.

Stephenson, J., & Coomey, M. (2001). Online Learning: it is all about dialogue, involvement, support and control - according to the research. In J. Stephenson (Ed.), Teaching and Learning Online: New Pedagogies for New Technologies (Creating success). London, UK: Kogan Page.