Using process-oriented, sequencing educational technologies: Some important pedagogical issues

doi:10.1016/j.chb.2006.08.005

Using process-oriented, sequencing educational technologies: Some important pedagogical issues

2007-11-01

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Olivera Marjanovic *

DOI：10.1016/j.chb.2006.08.005

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In recent times, sequencing technologies are becoming increasingly used, both by the university and the industry sectors. In essence, these complex systems support sequencing of, and navigation through units of content. They come in two different types: SCORM-based and workflow-based systems. Current research efforts related to sequencing technologies concentrate mostly on technical issues, while the associated pedagogical issues remain unexplored. The main objective of this paper is to describe the most important pedagogical issues that need to be taken into account when implementing any type of sequencing educational technologies (either SCORM- or workflow-based). These issues were identified during an action-learning project related to the practical implementation of a workflow-based educational system. During the reflection phase of this project, these issues were then genarised, so they could be applied to any type of sequencing technology and in any application domain (teaching discipline). The paper describes how sequencing technology can be used to enable a more flexible learning experience (especially in terms of time and flexible learning pathways) and then proceeds with the detailed analysis of the associated pedagogical issues. (C) 2006 Elsevier Ltd. All rights reserved.

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pedagogical issues

Learning Designs

workflow technology

Using process-oriented, sequencing educational technologies: Some important pedagogical issues

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