Control and Constraint in E-learning: Choosing When to Choose

Title Page......Page 2
Table of Contents......Page 4
Foreword......Page 10
Preface......Page 14
Acknowledgments......Page 23
Section I: Control and Learning:  A Theoretical Background......Page 24
Introduction......Page 26
Learning Projects and Learning Trajectories......Page 27
What is a Teacher?......Page 28
Self-Directed Learning......Page 31
E-Learning Environments......Page 32
On the Special Nature of Networked Computers......Page 39
Conclusion......Page 40
References......Page 41
Introduction......Page 43
Transactional Distance......Page 44
Garrison and Baynton’s Model of Control......Page 50
Candy and Control......Page 51
Choice, Constraint, and Scale: Introducing Transactional Control......Page 53
Conclusion......Page 60
References......Page 61
Kinds of Choice......Page 65
Why is Choice so Important?......Page 66
The Significance of Choice......Page 71
Is Choice Always Good?......Page 72
How Choices May Be Made......Page 75
Is it Possible for a Learner to make Appropriate Choices without Guidance?......Page 76
Knowing when a Choice is Made......Page 78
Conclusion......Page 79
References......Page 80
Introduction......Page 82
The Limits of Choice and the Role of Constraint......Page 83
Intrinsic Constraints......Page 86
Extrinsic Constraints......Page 87
A Model of Constraints......Page 95
References......Page 99
Introduction......Page 102
Choice and Scale......Page 103
At What Scale?......Page 106
Choosing the Scale......Page 109
Hierarchies of Choice in Institutional Learning......Page 113
Relevant Choices......Page 116
The Atomic Unit of Transactional Control......Page 118
Instructivism, Constructivism, and Transactional Control......Page 119
References......Page 120
Introduction......Page 122
Breaking Down Lessons: Some Examples......Page 123
Tentative Classifications......Page 131
An Unexpected Anomaly: Transactional Control in Socratic Dialogue......Page 132
Another Anomaly: Transactional Control in a Traditional Lecture......Page 137
A Suggested Process of Analysis......Page 138
Summary of Section I......Page 140
Section II......Page 141
References......Page 142
Section II: E-Learning, Control, and Constraint......Page 143
Introduction......Page 144
Publishing Content......Page 145
Signposts, not Fenceposts......Page 150
Granularity, Learning Objects, and Choice......Page 156
Conclusion......Page 161
References......Page 162
Introduction......Page 164
Resource-Based Learning......Page 165
Criteria for Finding Good Stuff......Page 168
Collaborative Filters and Recommender Systems......Page 171
Shared Annotations......Page 176
Adaptive Hypermedia and Intelligent Tutoring Systems......Page 178
Conclusion......Page 181
References......Page 182
Introduction......Page 186
Transactional Control in an Online Discussion Forum......Page 187
An Example of a Discussion Forum in Detail......Page 191
Lessons Learned From the Discussion Forum......Page 205
Dialogue, Choice, and Constraint......Page 206
General Recommendations for Transactional Control in Threaded Dialogue......Page 208
References......Page 212
Introduction......Page 214
Synchronous Text Chat......Page 215
Example of a Text Chat Session......Page 218
Some Approaches to Managing Synchronous Chats......Page 223
Other Synchronous Systems......Page 225
References......Page 231
Introduction......Page 233
Integrated Tools and Environments......Page 234
The LMS as a Controller......Page 235
Open Sources, Open Architectures, Open Frameworks......Page 243
General Issues of Control with Learning Management Systems and Stop-Gap Solutions......Page 247
Conclusion......Page 249
About Section III......Page 250
References......Page 251
Section III: Designing Better E-Learning Environments......Page 252
Introduction......Page 253
The Current Generation......Page 254
Deferred Systems......Page 255
Social Software......Page 256
A New Framework for Mediated Communication in Education......Page 261
Approaches to Online Learning Environment Design......Page 266
Conclusion......Page 269
References......Page 270
Introduction......Page 273
Principle 1: Design for Change......Page 274
Principle 2: Use Stigmergy......Page 276
Principle 3: Survival of the Fittest......Page 280
Principle 4: Parcellate......Page 282
Principle 5: Consider the Entire System......Page 285
Principle 6: Build From the Bottom Up, Design From the Top Down......Page 287
Principle 7: Build for Trust......Page 289
Conclusion......Page 291
References......Page 293
Introduction......Page 296
Examples of Self-Organising Learning  Environments in the Context of the Eight Principles......Page 297
Two Examples in Greater Detail......Page 305
Conclusion......Page 316
References......Page 317
Introduction......Page 319
Sequence......Page 320
The Impoverished Dialogue of Stigmergy......Page 324
Stigmergy and Creativity......Page 327
The Written Word as Stigmergic Sign......Page 328
Are Crowds Wise?......Page 329
The Matthew Principle......Page 330
Conclusion......Page 331
References......Page 332
Introduction......Page 335
The Future of E-Learning......Page 337
The Future of E-Learning Environments......Page 339
Imagining a Scenario or Two......Page 344
Ubiquity and Economics......Page 349
Where Next? Closer Up......Page 350
Conclusion......Page 351
References......Page 352
Glossary......Page 354
About the Author......Page 360
Index......Page 361