计算机与教育The evolution of pedagogic models for work-based learning within a virtual university.pdf

Computers Education 38 (2002) 37–52 /locate/compedu The evolution of pedagogic models for work-based learning within a virtual university Claire Bradleya,*, Martin Oliverb aLearning Technology Research Institute, University of North London, 166–220 Holloway Road, London N 78DB, UK bHigher Education Research and Development Unit, University College London, 1–19 Torrington Place, London WC1E 6BT, UK Accepted 16 November 200 Abstract The process of designing a pedagogic model for work-based learning within a virtual university is not a simple matter of using ‘off the shelf’ good practice. Instead, it can be characterised as an evolutionary process that reflects the backgrounds, skills and experiences of the project partners. Within the context of a large-scale project that was building a virtual university for work-based learners, an ambitious goal was set: to base the development of learning materials on a pedagogic model that would be adopted across the project. However, the reality proved to be far more complex than simply putting together an appropriate model from existing research evidence. Instead, the project progressed through a series of redevelopments, each of which was pre-empted by the involvement of a different team from within the project consortium. The pedagogic models that evolved as part of the project will be outlined, and the reasons for rejecting each will be given. They moved from a simple model, relying on core computer-based materials (assessed by multiple choice questions with optional work-based learning