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PEDAGOGICAL PRINCIPLES: Paradigms, or Platitudes
PROCEEDINGS

, University of the Western Cape, South Africa

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper explores the pedagogical principles that underlie the design of courses that make use of the modern information and communication technologies. The key questions addressed in this paper are: What are these principles? How scientific are they? What are their roles in instructional design? There seems to be a shift from a technocentric approach to one that recognizes the importance of the judicious application of pedagogical principles. The debate seems to center around several issues. There is no universally accepted theory of learning. Another issue impacting on this debate is the relative importance of teaching and learning. Should there be a paradigm shift from teaching to learning? These issues are especially important in a developing country with limited resources where mistakes need to be avoided. The two authors one from the USA and the other from SA will examine these issues collaboratively.

Citation

Leonard, C. (2003). PEDAGOGICAL PRINCIPLES: Paradigms, or Platitudes. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2142-2143). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 5, 2020 from .

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