| Records |
| Author |
Dron, J. |
| Title |
The Pedagagogical-technological divide and the elephant in the room |
Type |
Journal Article |
| Year |
2012 |
Publication |
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Abbreviated Journal |
International Journal on E-Learning |
| Volume |
11 |
Issue |
1 |
Pages |
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no |
Call Number  |
AU @ jond @ |
Serial |
761 |
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| Author |
Dron, J. |
| Title |
Soft Technology Design |
Type |
Journal Article |
| Year |
2012 |
Publication |
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Abbreviated Journal |
The 1st International Symposium on Smart Learning Environment |
| Volume |
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Issue |
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Pages |
9-12 |
| Keywords |
social media, technology, soft systems, hard systems, social software; |
| Abstract |
This is a paper about the design of systems that are part human, part machine. It uses a framework for understanding the nature of technology that builds on W. Brian Arthur's notion of technology as the orchestration of phenomena to some use and the nature of technologies as assemblies. Technologies are treated as existing on a continuum between soft and hard, with soft technologies orchestrated by humans and hard ones embedding that orchestration within the technology. The concept is explored in relation to Athabasca Landing, a deliberately soft social system that attempts to avoid predetermined purpose and design so that its inhabitants actively create the technology as they use it. The paper describes some issues that arise and steps being taken to address them. |
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no |
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AU @ jond @ |
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762 |
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| Author |
Dron, J. |
| Title |
Social Navigation for Learning in Immersive Worlds |
Type |
Book Chapter |
| Year |
2012 |
Publication |
Social Navigation for Learning in Immersive Worlds |
Abbreviated Journal |
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| Volume |
3D Virtual Environments for Education and Business |
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Springer |
Place of Publication |
New York |
Editor |
Hebbel-Seeger, A.; Reiners, T.; Schäffer, D. |
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AU @ jond @ |
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763 |
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| Author |
Dron, J. |
| Title |
Self-paced and Social |
Type |
Journal Article |
| Year |
2012 |
Publication |
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Abbreviated Journal |
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 |
| Volume |
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Issue |
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Pages |
962-976 |
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| Abstract |
Traditionally, much institutional self-paced distance learning has been a largely individual activity, offering limited opportunities for teacher-student interaction and almost none for student-student interaction. This is because, when students are all learning different things at different times, unless enrolment is extremely high, it is difficult to engage in any form of meaningful social learning. This paper reports on a self-paced course at Athabasca University that is designed to provide both the freedom of self-paced learning and the pedagogical benefits of social learning. At the same time the approach deals effectively with issues of plagiarism and the different needs, skills and interests of diverse learners. |
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AU @ jond @ |
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764 |
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| Author |
Dron, J. |
| Title |
Self-paced and Social |
Type |
Journal Article |
| Year |
2012 |
Publication |
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Abbreviated Journal |
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education |
| Volume |
2012 |
Issue |
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Pages |
962-976 |
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AU @ jond @ |
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765 |
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