Journal of Interactive Learning Research Volume 18, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This special issue focuses on the co-evolution of learning paradigms in the resonance of WWW-based learning support systems of the recent decade. Most striking is the rather autonomous trend towards information management for learning: the beauty of transparent user interfaces, highly dynamic and diagrammatic overviews, and mathematical models in the background that reduce the complexity of documents intertwining even without bothering the learner. While early graph theorists fell back on social networks in order to get inspired, we now see the reverse – social networking architects excavate metaphors on document management and supplant the earlier scruples of human resource caretakers who thought a relationship is merely a matter of empathy and passion. In other words, the notion of social structures and learning networks have re-entered the arena of system designers and again become subdued to systematic design. It is this context that has stimulated the authors of this issue to think about design methodology. The notion of design stages and templates has been extrapolated from the context of information systems, multimedia and more recently virtual reality.
Bhattacharya, M. & Kommers, P. (2007). Preface Special Issue: The Connected Learning Space Guest Editors Introduction. Journal of Interactive Learning Research, 18(1), 7-9. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)