An introduction to the learning perspectives drawn upon with the course
In this section we provide a summary of three perspectives of learning and discuss how they have informed the course design. In Unit 4 we then expand upon each perspective and illustrate how they have been translated into particular learning activities.
Mayes and de Freitas (2013) have reported that design decisions should be grounded in theoretical assumptions about learning and teaching more generally, with the role to be played by e-learning defined within this overall educational design process. They outline three ‘perspectives’ that make different assumptions about what is crucial for understanding learning, arguing that most implementations of e-learning in HE include blended elements that emphasise all three perspectives with each making different assumptions about how learning takes place. The three ‘perspectives’ of learning that we have been drawn upon in the design of the course are illustrated in Figure 3.1. Select the key words in the illustration (associative, constructive and situative) to access a description of each perspective. There is no need to remember these terms – rather just to be aware that you will be engaging in a range of activities that are guided by these perspectives. Whilst the perspectives introduced in this short unit inevitably tend to simplify the ‘learning’ process as we consider in the next unit each serves as a useful reference point for tutors to draw upon when designing the different types of learning activities you will engage in.
© University of Birmingham