Abstract:
As the latest in a long history of educational innovations implemented in the wake of
technological advances, e-leaming appears to have adopted a widely accepted and
largely technocentric instructional design paradigm, that generally lacks an
educationally sound, theoretical basis for design. We report on an investigation of
thefruitfulness of a new, generative theory and model of learning for making sense
of e-leaming design, and briefly discuss some similarities and differences between
this generatively principled e-learning designframework and other design and
technology selection frameworks in the field We suggest charting a course for
digital education by formulating an e-leaming design process that is generative in
nature, and set out a research agenda on this basis. This might provide the
necessary direction, amidst winds of change, in particular though not exclusively for
corporate e-leaming.
