Epic

pedagogy and e-learning

an epic white paper

visit us at www.epic.co.uk
This document is the property of Epic Performance Improvement Ltd. and must not be copied in whole or part, without the  consent of the Company 2010

Epic Performance Improvement Ltd 52 Old Steine Brighton BN1 1NH United Kingdom t: +44 (0) 1273 728686 f: +44 (0) 1273 821567

pedagogy and e-learning

/ what is pedagogy?

what is pedagogy?
The language of learning can be confusing. It is a hotchpotch of classical, industrial and behaviourist terms, many of which hark back to the past rather than providing useful ways to think about the future. There is no worse example of this latter tendency than pedagogy.
The word had almost faded into a deserved obscurity, but has been resuscitated and is now on the lips of everyone in education and training. From government ministers downwards, no paper, conference or discussion of the future of learning can take place without the word being uttered in reverential tones. It is being used as if it were a newly discovered continent, full of future promise, whereas in fact it is an old word, full of problems. The word pedagogy has Greek roots, originally meaning a slave who took a boy to and from school. It is a combination of the Greek words for boy (paidos) and leader (agogos). It also has uncomfortable resonance with a closely related term pedagogue (plural pedagogues), meaning a dull and pedantic teacher. Before being accused of being pedantic we can point toward pedagogy (plural pedagogies) as meaning the science of teaching. This is the sense in which it is currently used.

Pedagogy: The science of teaching

An important word here is science. The science of teaching is an odd subject, as its hardly a science in the accepted sense. One would be unfair in expecting teaching to be equated with a science such as physics or chemistry. It is fair, however, to expect the rigour of evidence to come from

pedagogy and e-learning

/ what is pedagogy?

repeated trials with control groups, comparative studies with statistically significant numbers and statically verifiable conclusions. An empirical approach in line with psychology or medicine would be a fair expectation. However, the science of education is a field mired in controversy, conflicting theories and little evidence based empirical science. Leading educationalist James Tooley, who has written extensively on the subject for over 20 years, described reading educational research as a pretty grim business. Tooley studied 41 articles appearing in the four leading academic education journals, setting out two supposedly fundamental distinctions; between empirical research and non empirical research and, within empirical research, between quantitative and qualitative approaches. He also stressed the use of sampling to ensure researcher objectivity and lack of bias. In short, he found the majority of the papers to be of unacceptable quality. Major

problems included partisan authorship, subjectivity and the lifting of quotations from secondary sources without going back to primary sources. He found much educational research (is) really of the second rate kind, irrelevant to classroom practice and caught up in arcane disputes (p4). David Blunkett, a former Education Secretary, said in relation to this requirement for empirical evidence, Too often in the past, policy has not been informed by good research, and a former permanent secretary once ruefully described the old department of education and science as a knowledge free zone. The peer reviewed journal Radical Pedagogy, supposedly devoted to the analysis of teaching and learning is devoid of any sensible empirically based studies. It is a similar situation with Pedagogy, Culture & Society. Whatever one may think about educational research, it is certainly suspect as a science in the sense of being comparable to other academic disciplines.

pedagogy and e-learning

/ what is pedagogy?

Pedagogy: The science of teaching

Using a word that literally means the science of teaching means that the word contains the seeds of its own destruction. The science of learning is certainly not solely about teaching, it is fundamentally about learning. In fact, if one were to look for a scientific approach to education, far better methods and research are available in the area of the psychology of learning than there are in teaching. Neither is teaching a necessary condition for learning. Successful learning can take place without teaching. Indeed, it is clear that most learning takes place without teacher intervention. Indeed, many uses of new technology put the power of learning in the hands of the learner, not the teacher. This is not to say that teaching is of no importance, only that its role is not what it was and certainly not as a necessary presence in all learning.

Learning is not a necessary consequence of teaching. Teaching that doesnt result in learning is bad news, learning that doesnt require teaching is good news if it is effective. Teachers are an expensive resource, and if we are really to improve the system of education and training, better use of that resource is necessary. In terms of scalability, if that resource can be reduced and replaced, significant changes in the delivery of knowledge and education are possible. As long as the focus is wholly on teaching we will miss much that is valuable in the use of technology in learning. If we are to make progress we must put learning, and not teaching, at the centre of the educational universe.

Pedagogy: A new definition

One could conclude that pedagogy is a rather unsuitable term, with its exaggerated sense of importance as a science, and its focus on teaching as opposed to learning. Much as it

pedagogy and e-learning

/ what is pedagogy?

would be desirable to avoid the term altogether, we must accept that it is being commonly used. What people actually mean when they use the word pedagogy is often not the science or even theory of teaching, but rather, its practice. Teaching is a practical profession and, unlike many other professions, is not steeped in accepted theory. Indeed, many thousands of teachers in further and higher education have received no formal background training in learning or teaching. Others have received short, cursory courses. There are few professions which require so little training or experience in ones craft as those found within the ambit of tertiary education. But as we are stuck with the term, lets talk about pedagogy in a looser sense, as the general theory around the theory and practice of teaching and/or learning. A better definition might be:

Pedagogy: The theory and practice of teaching and/or learning This will allow us to focus more clearly on the potential impact of technology on teaching and/ or learning.

pedagogy and e-learning

/ technology and pedagogy

technology and pedagogy

Technology has had an impact on learning since the invention of writing in the Middle East around 5,000 years ago. One way to imagine the successive waves of technological impact on learning is to imagine a clock face. If this 5,000 year period equals 60 minutes on the clock face, then each minute represents over 80 years and each second just under a year and a half. Technical innovation in education has happened as shown in the table on the right.
Pedagogy and writing
The inventors of early Sumerian cuneiform script (the earliest instance of writing we know about) discovered some key
Medium Time

Writing Printing press Radio Television Audio and video cassettes PC Games consoles Internet Mobile devices

1 hour 6 minutes 55 seconds 41 seconds 18 seconds 16 seconds 15 seconds 8 seconds 7 seconds

pedagogy and e-learning

/ technology and pedagogy

advantages of writing things down. As well as being a way of storing vital information that made it retrievable at a later date, it could also make that information portable. So successful were these qualities that thousands of the baked clay tablets produced during that era are still readable to this day. They are largely administrative, enabling a system of banking and lending with interest, and allowing commerce to flourish based on a money system. Schools also flourished. Tablets have been found with the teachers script on one side and the pupils attempts on the other. True to form, the pupils side is often unfinished! The true pedagogic advantage was the learners ability to learn to write then take that skill and use it to record and retrieve knowledge independently.

was the invention of moveable metal type in 15th century Germany, with Gutenbergs bible completed in 1456 that led to an explosion of books and pamphlets spreading knowledge and learning at a much faster pace to many more people than ever before. Prior to the printing press, students in Europe had a limited curriculum and very limited access to books.The teacher was the focal point, with the oral recitation by the teacher from rare texts. Rich students commissioned their own personal copies of these texts to be bound as books. Poor students, on the other hand, would copy by hand from unbound texts, or exemplaria, hired from local stationers (university libraries came much later in the Middle Ages).These exemplaria were widely used in Oxford, Paris, Bologna, Naples and Padua.The pedagogic shift that accompanied printing was direct learning from the printed page.The reformation was built on this shift away from religious authority towards a solitary reader alone with the book (bible).

Pedagogy and the printing press

On our scale it was only more or less ten minutes ago that there was the first significant change in technology and learning in the west the printing press. It

pedagogy and e-learning

/ technology and pedagogy

Pedagogy and radio

Early post WW1 radio was broadcast for four hours a day and reflected the educational character of the Reithian vision. For the first time, millions could tune into news, talks and concerts on a cheap mass market device. Radio became a real force in cultural advancement with its ethos of self improvement and education. The BBC World Service is still highly regarded by millions around the world as an educational and cultural phenomenon. Pedagogically, one could broadcast to millions of learners simultaneously without the mediation of a live teacher. This took learning beyond the book; with interviews, poetry and narrative (often spoken by the authors) music and other fare freely available to the entire population. Again, the pedagogic pendulum had swung towards the learner, away from the teacher. Learning had become democratised. An additional pedagogic feature of radio was what Auden

described as, not spoilt by any collision with visual reality. In other words, radio can allow listeners to use their own imaginations and reflect as they listen, free from the interference of strong visual imagery. This a key feature that has carried on through to Podcasting.

Pedagogy and television

Early television, invented in the UK, was run by radio men and the Reithian educational and cultural agenda was carried forward into this new medium. Indeed, it continues to this day. Television has continued to play a role in learning both formal and informal, with the continued success of the Open University, Teachers TV, documentary programmes and now entire digital channels devoted to history, science, the natural world and, the arts. Digital and interactive television has brought more in the way of specialist educational channels, with interactive engagement. We are just at the start of a process of exploration of

pedagogy and e-learning

/ technology and pedagogy

broadcast TV as an educational medium. Pedagogically, TV brought the moving image into education, allowing documentaries to show the real and imagined world in ways that are impossible in books. Teachers on their own find it difficult to adequately describe phenomena that demand movement in physics, sport, film and technical subjects especially. With the introduction of the television, we see the pedagogic pendulum again swinging towards the learner and away from the teacher.

and whole genres, such as exercise and self improvement, have found useful tools in these media. They are used, to this day, in the home and on the move, by learners who want to learn at their own pace, in their own time, in their own homes. So powerful has this recordable phenomenon become that it is threatening the very existence of entertainment companies, with copyright policing becoming impossible to control. Recordable CDs, DVDs, portable digital media, P2P technology multiply and proliferate at such a rate and on such a scale that, if applied in learning, they could change the landscape forever. Pedagogically, the power of content will be in the hands of consumers, not producers.

Pedagogy and the audio and videocassette

The invention of recordable media gave a new dimension to radio and television. One could listen and view content at the time of ones own choosing. The learner was no longer under the tyranny of a timetable driven by the working hours of the teacher, the allocation of classroom space or the time of a particular radio or TV broadcast. Language learning

Pedagogy and the PC

The PC had an immediate impact on the way we worked, eventually moving into the world of learning. IT training clearly needed to be delivered using this medium, and with a drive to cut the heavy human

pedagogy and e-learning

/ technology and pedagogy

resource costs of all kinds of training, there are now very few areas left where e-learning content has not been made available. Pedagogically, the learner could now interact with a computer that presented not just still text and graphics, but also audio, animation and video. They could also be asked questions with answer matching and analysis. On top of this, their details and results could be tracked and stored. But e-learning tended to simply replicate the traditional pedagogical models of learning where knowledge was imparted and highly centralized. It was very much about one head and one computer and what the subject matter expert wanted that learner to know. The internet offered a new dimension with features that provided opportunities for two and more heads to connect together, to communicate through email, discussion forums, wikis, blogs and groupware, expanding learning into the collaborative Web 2.0 sphere.

Pedagogy and gaming

Gaming is remarkable in educational terms in that millions have managed to acquire high level skills with no teacher intervention at all. They learn IT skills, high level strategy skills and knowledge without any support, other than that of their direct peers and of websites with cheats and walkthroughs. It is also a highly collaborative learning experience, far from the misconceived solitary gamer view. Gamers learn how to play from their peers and, having learnt how to learn, they are fairly self sufficient apart from the help they receive online. This is as close to pure self learning and peer learning as it is possible to imagine, and dramatically changes common assumptions about the necessity of teaching in learning. Pedagogic theorists have a lot to learn from game designers and the entire games industry.

10

pedagogy and e-learning

/ technology and pedagogy

Pedagogy and the internet

The internet is the biggest knowledge and learning resource ever seen, and its getting bigger, better, faster and cheaper. It has become an indispensable resource for many in both learning and research, with access to unimaginable amounts of information and learning resources. Again it is a disruptive technology that has changed the rules in a very short period, giving learners the ability to search, compare and access knowledge without the need to go to a library. Even in the area of learning from books, the internet has changed the landscape forever, with Amazon and other online bookstores. Most titles are available 24 hours a day, delivered to your door at prices comparable to, or cheaper than a bookshop. Pedagogically, this is the medium that has shifted power towards the learner. The learner is in charge, an autonomous being

who can choose where and when to learn.

Pedagogy and mobile devices

If the networked PC radically shifted pedagogic power away from the teacher toward the learner then, when freed from its fixed anchor (the wall socket), it increased its accessibility and flexibility even more. Through WiFi, nomadic or m-learning now opens up the possibility of learning when on the move, or in those places where many spend a considerable amount of time - such as trains, airports, planes, hotel rooms and other transitory spaces. Today even the PC is dispensable as content is readily delivered in a multitude of formats to mobile phones and PDAs.

Pedagogy and Web 2.0

Web 2.0 has created a new pedagogical landscape for learning with the PC. Tools that enable users to be active creators and contributors,

11

pedagogy and e-learning

/ technology and pedagogy

rather than simply passive receivers have led to the notion of a read-write web (Richardson, 2006). Moreover, the knowledge sharing and peer to peer networking opportunities created by Web 2.0 have led to unparalleled opportunities for participatory and collaborative learning. This, in turn, has resulted in a much greater self-directed and personalized experience. Pedagogically, the Web 2.0 approach to learning can be interpreted as socioconstructivist a theory of learning that very much places an emphasis on interactions rather than actions. However, perhaps even more pertinent is the theory of connectivism the idea that learning is a process of creating connections and building a network of personal understandings. Supported by Web 2.0, individuals can be connected to other individuals and to communities, and those communities can be connected to each other. Ideas, concepts and knowledge become connected too. But these are not fixed connective nodes;

they change and so learning becomes a dynamic and continual activity.

12

pedagogy and e-learning

/ pedagogy shift

pedagogy shift
The history of technology in learning has largely involved a pedagogic shift from teacher to learner. This is not to decry the craft and skills in teaching, only to recognise that many of these technological advances over the last 5,000 years have led to more learning with less teacher intervention. Learning has become more of a mass market phenomenon, fuelled by mass market electronic media.
The first Education Act came in 1870 with widespread education a late Victorian phenomenon. Raising the school leaving age to 14 was only achieved in 1918 and it was not until 1944 that it was raised to 15, with free secondary schooling for all. In other words, all this talk of pedagogy is very recent. It is really a 20th century phenomenon. It coincided with the rise, especially in the last 50 years, and even more aggressively in the last decade, of technologies that have already become mainstream and irreversible in learning. If we go back to our clock, we can see that most of the technologically inspired change we have described has occurred in the last minute, and that more pedagogic shift towards the learner has taken place in the last few seconds than during most of the preceding period since the clock began. Writing and printed books were each, in their time, new media. Each successive wave of technology driven change has built on the ability we discovered with the advent of writing to record, store, retrieve, transmit and interact with information, and each significant

13

pedagogy and e-learning

/ pedagogy shift

change has brought about shifts in the character of that interaction. These, in turn, have impacted on the theory and practice of teaching/learning. The nature of this change and the pedagogic shift it has inspired becomes clearer when one looks at its effects in more detail. Each of the following represents an important dimension of this change process: Timeshift Replication Amplification Interaction Collaboration Media Portability

inflexible toward the needs of the learner. Even worse is the anachronistically rural nature of the typical educational calendar, with its long summer break, originally shaped around the demands of harvest time. This timeshift is a significant move towards the learners ability to learn at a time that suits them. This is important in terms of convenience (they may have a job, family or other responsibilities) and motivation. One needs to be in the right mood and state of mind to learn. This does not always coincide with the timetable. Timeshift is a feature of writing, the printed word, audio cassettes, audio CDs, video cassettes, DVDs, PCs, game consoles, the internet and mobile devices. Timeshift puts the power of learning into the hands of the learner, by allowing learning to take place in their time.

Timeshift
The ability to learn at any time is a major pedagogic advantage. Learning that is fixed to the tyranny of a timetable happens at the convenience of institutions, and the people who teach in those institutions, making it necessarily more

Replication
The replication of content is another important dimension of pedagogic shift. The printing

14

pedagogy and e-learning

/ pedagogy shift

press is a replicator, in that it can produce millions of copies of texts. Pressing plants that produce CD ROMs and DVDs and internet shareware/P2P facilities for digital media have the same effect. They allow distribution of learning direct to the learner for use in their own time. These media are designed for timeshift. When manufacturing hit printing, media replication could be produced on an industrial scale. Books and other replicated electronic media quickly become cheap, mass market products. The learner no longer had to rely on knowledge held and transmitted by the subject matter expert or teacher. The great canon of literature, science and other forms of knowledge is available at commoditised prices. This form of replication is amplified even further with the internet, where one can buy (and in some cases download free) books, vodcasts and other electronic media assets.

Amplification
Amplification is the ability to access many learners in real time or non real time. The transfer of knowledge to millions, as opposed to single learners, has obvious advantages in learning. The blackboard is rarely thought of as a piece of technology but its introduction to schools in 1870 changed the whole dynamic of the classroom and teaching. The teacher had a mediated form of expression and whole class knowledge could be written in a format that could be amplified and seen by everyone. When used wisely, this had pedagogic benefits. Content could be seen and copied at the students pace and diagrams could be used to illustrate points. However, there were pedagogic drawbacks that can still be witnessed in some classrooms and lecture halls today; the teacher who spends too much time with his or her back to the audience, for instance. This particular piece of technology also did its bit

15

pedagogy and e-learning

/ pedagogy shift

to accelerate the late Victorian view of the teacher as someone of absolute authority, who drills knowledge into the empty minds of learners. Other amplifiers are radio, TV and the internet, with their enormous potential through broadcasting. The BBC World Service, now broadcasts in over 30 languages. TV is a hugely successful global medium And the internet now has billions of users. The reach of these media is global and growing exponentially. Amplification, whether it be in the classroom through a blackboard, projector, Webex, digital whiteboard or PowerPoint can be increased to several thousands in a conference hall. This number is limitless through broadcast media such as radio, TV and the internet. This pedagogic reach through amplification is enormous. It means more learning for more people with less resource on teaching.

Interaction
Interactivity is the ability of the learner to input and receive meaningful output, or feedback, from a computer. In input terms it can mean control over the presentation of learning content through menus, replays, branching and other navigational features. Input can also be in the form of requests for meaningful information such as glossaries, deeper knowledge and other web resources. It can also mean useful learning support functions such as note taking, accessing e-tutors, frequently asked questions (FAQ), and the use of Web 2.0 technologies such as wikis and blogs. Assessment is also possible with scores and feedback. Highly interactive simulations and games can also add motivational and powerful learning experiences. The PC was the first radically interactive mass market device, the gaming console, interactive television and mobile devices are others. They all put control into the hands of learners.

16

pedagogy and e-learning

/ pedagogy shift

Interactivity provides accelerated pedagogic power in that it puts the learner at the centre of the learning experience, deciding what, where, when and how to learn. The pedagogic tools that interactive choices provide allow complex and sophisticated learning to take place, in many cases learning experiences that would not be practical in a classroom or any other setting. Meaningful interactivity, at its best, is cognitively engaging, improving the speed and effectiveness of learning, especially retention. This is a major pedagogic shift towards the learner and improved learning.

effort. Collaboration is learner centred, often learner driven and, when electronic, free from the constraints of time and place. In addition to social contact, sometimes an important feature of learning, but, again, not a necessary condition for success, learning from others and networking are important pedagogic approaches. Learners may feel that they want to be part of a learning group. At a simple level they may need the social experience of simply interacting with other learners. They may also learn from other learners. Another advantage is the networking with other learners, which may benefit the individual, business or organisation in other ways. There are several pedagogic shifts that take place with collaborative learning, especially online. It can mean a leveling process where all can contribute. In this sense, the boundaries between learner and teacher can blur. Anonymity for introverted learners is an advantage of online collaboration; gender, race and

Collaboration
Collaboration allows learners to communicate one to one, one to many and many to many. Breakout groups, tutorials, email, bulletin boards, chat, conferencing, polling, interactive lessons, virtual classrooms and Web 2.0 can all add pedagogic power through collaborative

17

pedagogy and e-learning

/ pedagogy shift

accent can also disappear in this context. Collaboration might be helpful in acquiring skills that have a strong social component. Again, on the whole, collaboration adds several social and learner centred facets to traditional teacher centred pedagogy. The learner as an individual can be seen as part of a group and group learning goals can be considered. This throws up some real problems for traditional assessment and learning which is largely one to one. Team building, social and strategy skills are not catered for in the traditional system, as the form of assessment often drives the pedagogy.

image is its primary medium. Media addition comes into its own with PCs, games consoles, CD ROM, interactive television, the internet and mobile devices. Every aspect of text, graphics, audio, animation and video can be shown either separately or in an integrated form. This convergence of media allows the learner to use the appropriate medium for the learning task. If the learner needs to see an animated flow or moving image to understand the learning point, then that is possible. If the learner needs to hear a piece of music or narration, that is possible. Media addition affords pedagogic sophistication in that it matches the appropriate media to the learning task. It puts media power into the hands of learners. Pedagogically, it brings content alive through text, sound, images and moving images.

Media
Writing is a simple medium where text and simple line illustrations are possible. Printing adds images from simple engravings to full colour pictures. Radio is an audio only medium, although digital radio is delivering supplementary text. Similarly for TV, which is largely audio and images, the moving

18

pedagogy and e-learning

/ pedagogy shift

Portability
Writing makes knowledge portable. It stores knowledge that can then be retrieved in other places. The written object can literally be taken to other places and read. This is generally true of other technological advantages. The printed book, replicable media such as audiocassettes, audio CDs, videocassettes, DVDs and CD ROMs are portable, as are mobile devices such as mobile phones, email devices such as Blackberry, iPhone, and PDAs. This is a significant pedagogic advantage, freeing learning from the classroom and fixed place of work. Overall, the pedagogic shift has added learner centred pedagogic advantages at every stage. The focal point has, since the invention of writing but especially in the last twenty years, moved radically away from the teacher towards the learner.

19

pedagogy and e-learning

/ pedagogy shift

Collaboration

Amplification

Replication

Interaction

Writing Printing press Radio Television Audio and video cassettes CD ROM Games Console Interactive TV PC Games consoles Internet Mobile devices

20

Portability

Timeshift

Media

pedagogy and e-learning

/ conclusion

conclusion
The very word pedagogy is a problem, in that it makes teaching an assumption in learning. A radical pedagogy would perhaps call for an abandonment of the word altogether. It would certainly need to rid the meaning of the word of the assumption that all learning requires teaching. Educational discourse is full of these assumptions, making it very difficult to introduce ideas that do not conform to these traditional categories. However, suppose we were to break free from these assumptions, how far could a radical pedagogy go? An ideal pedagogy would be: Flexible Accessible Cheap Replicable Scalable Consistent Sophisticated Teachers, by and large, fit only the last of these needs sophisticated. They can respond to learner needs in a way that no other medium can. What is clear is that whole areas of learning need less teacher involvement than in the past, and that this precious resource can be used more wisely and sparingly. E-learning content differs from teacher delivered content in that the learning is visible. It is unadulterated and unmediated. Its flaws are there for all to see. Teacher delivered content is hidden, to a large degree, by the teacher. It is not clearly visible and wholly mediated. This is why teacher centred pedagogies are so difficult to pin down. They are more art than science. New roles for teachers could include the idea that their primary purpose is not to impart knowledge but to encourage learners to

21

pedagogy and e-learning

/ conclusion

learn on their own. We can certainly imagine an efficient adult learning pedagogy that was flexible, accessible, cheap, replicable, scalable and consistent, without the need for a formal teacher. But can we really imagine a sophisticated pedagogy? A pedagogy that understands the nuances of a learner, recognising the signs that something has not been understood, gently coaching and moving the learner forward, checking for understanding and building knowledge slowly? Teachers sometimes achieve this, but it is rarely possible in a classroom of between 10 and 35 people. A better option would be a sophisticated system that responded intelligently to input by the learner. This would involve speech recognition, intelligent natural language interpretation and complex algorithms that knew not only what the learner knew, but how much they had just acquired and what they needed next. Simulations and computer games clearly point the way

towards such pedagogic sophistication. Many games already have the necessary ingredients, including a dynamic understanding of the skills and knowledge of the learner. They can also offer intelligent advice and present options suited to the dynamically calculated skill level of the player. Simulators have similar levels of sophistication. It is only a matter of time before these new technologies take us to higher levels of learning in highly motivating environments with optimised pedagogies that greatly accelerate learning.

22

pedagogy and e-learning

/ references

references
Tooley, James (1998) Educational Research: A Critique (Tooley Report), OFSTED Richardson, W. (2006): Blogs, wikis, podcasts, and other powerful tools for classrooms. Thousand Oaks, CA: Sage.

23

pedagogy and e-learning

/ other epic e-learning white papers

other epic e-learning white papers

E-learning benefits
E-learning: Return on investment Organisational benefits

Innovation
Simulations and e-learning Blogs Web 2.0

Subjects
Induction and e-learning Compliance and e-learning Softskills and e-learning Healthcare and e-learning E-learning for IT systems

Delivery
Change management and e-learning E-tutoring

Technology
Open Source and e-learning Reusable learning objects Testing for e-learning

Learning and design

Blended learning Blended learning in practice Use of media in e-learning Learning design for e-learning Usability in e-learning Localisation and e-learning Build, Buy or Both? Learner Centred Design

Standards
Standards in e-learning Accessibility and e-learning

To order white papers, please email: contactenquiries@epic.co.uk or telephone +44 (0) 1273 728686. To be notified of new white papers, and get the freshest thinking in elearning, sign up for the regular Epic e-newsletter at www.epic.co.uk.

Learning
Assessment and e-learning The psychology of e-learning Motivation in e-learning Pedagogy and e-learning Informal learning Personalisation and e-learning
24

Epic
This document is the property of Epic Performance Improvement Ltd. and must not be copied in whole or part, without the consent of the Company. 2010 2009

25