Summary of some of the points made at the March 26th launch of Networked e-learning Manifesto
Below we provide a brief but definitely not comprehensive summary of some of the main points and questions raised during the discussion at the launch event for the Manifesto
1. The focus on Networked e-learning
- A view was expressed by some that rather than simply focusing on networked e-learning the manifesto was in fact addressing what was/is good learning and there was a danger of looking technically deterministic by restricting ourselves to networked e-learning
- A counter view to this was as a political statement it was important to keep the focus on networked e-learning particularly at a time when interest in e-learning is high on several political agendas both nationally and wider afield
- Whether to use e-learning at all was questioned and why not restrict ourselves to the term networked learning
2. Does it work for the world we operate in on a daily basis
- It was pointed out that in practice we are generally in competition with each other and do need to consider this in relation to such things as copyright issues together with the time/work people put into preparing materials etc.
- Equally for some subjects/departments/institutions the ideas reflected in the manifesto would be rejected and such a 'vision' would be very hard to present in some places.
3. Audience and target groups
- The question of who was and who should the manifesto be written for and targeted towards was raised as important.
- Equally it was asked why learners were not more prominent as contributors to the manifesto
4. Definition and cover
- Do we need a more precise definition and do we restrict our views of approaches to networked learning as being either 'transmission' or 'collaborative'. What about 'acquisition'. Do we exclude other viable and useful approaches?
- We should have included more links to research that supports our views and provide more explanation to such statement as: 'the careful integration of course design and innovative assessment can create as intimate an educational experience as face to face encounters'.