Characteristics of eLearning: A model and associated resources

Rachel Roberts whet my interest when she shared the diagram below, along with the following comment “This resource was created to provide professional readings and practical ideas for eTeachers”. I followed the link to where the diagram is hosted in Flickr, and had a good look at Concord’s eLearning model, which appears to offer a clear, well-informed set of characteristics of an online learning experience (you can download a .pdf here). My next stops on their site, where most of the resources appear to be research-informed as well as ‘researched’ (see papers and publications here), were

It’s definitely worth spending some time having a look around the site. Would be good to hear what you think, if you found anything useful, and why you think it’s useful 🙂


Image Attribution: http://www.flickr.com/photos/gforsythe/5552385806/

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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