Adult IT programs: a discourse on pedagogy strategy and the Internet

Abstract

Discusses strategies for implementing modern knowledge management curricula in academic programs for adult professionals. References the perspectives of multidisciplinary curricula covering information and society; multimedia and hypermedia; electronic information design and presentation; and infrastructure development and implementation. The analysis assumes the increasing involvement of highly trained professionals in adult education programs; the continuing growth of corporate universities in scope and breadth; the integration of corporate programs with traditional colleges and universities; and the increasing use of the Internet as a mechanism to coordinate, supplement, support, and integrate learning experiences. Advances historical and pedagogical methodologies as a means to provide perspective and structure for program development and future research. References an information technology (IT) program for mid‐career information managers in Northern California and serving the high‐technology area known as Silicon Valley.

E-learning: reflections and evaluation of corporate programmes

“…It requires a completely different range of skills to e-mentor, which cannot be left to the online content of the material. This seems to support Maule's (1997) position. He argues that online learning should not be a replacement for traditional learning, but a supplement to it; online learning can provide the opportunity to personalize the experience.…”

Content design frameworks for Internet Studies curricula and research

“…Previous research has established the basis for academic programs in information technology and management which reside between the MIS focus of business programs, the programming focus of computer science, the reference and retrieval structures of library science, and the instructional focus of educational technology (Maule, 1997). A program in Internet Studies would be a specific application in which the content design aspects of Internet information management would draw from relevant disciplines, and evolve new content design paradigms.…”

Symbolic meanings and e-learning in the workplace: The case of an intranet-based training tool

“…In parallel, themes such as culture, identity, locus of power and social interactions have been explored within wider education research and are slowly being incorporated into work-based e-learning research (Alavi and Gallupe, 2003; Billett, 2002; Illeris, 2003; Macpherson et al, 2004; Tynjälä and Häkkinen, 2005). However, criticism of the prevalent mainstream bias towards technical and functional aspects of e-learning indicates that a socially orientated perspective within that field has not yet been fully articulated and requires further exploration (Govindasamy, 2002; Macpherson et al, 2005; Maule, 1997; Rumble, 2001).…”

“…has not yet been fully articulated and requires further exploration (Govindasamy, 2002;Macpherson et al, 2005;Maule, 1997;Rumble, 2001). …”

“…Much of the debate on 'the context' of e-learning is still limited to addressing the shift from bricks-and-mortar classrooms to virtual learning environments, while true contextualization of learning requires the understanding of historical, social, moral, economic and political dimensions and interests (Reynolds, 1997). A number of studies investi-gate changing tutor/learner and learner/group interactions and the effectiveness of novel types of resources as applied to distance or blended learning modes of instruction (Good, 2001;Haythornthwaite, 2000;Jung and Rha, 2000;Maule, 1997;Smith and Newman, 1999;Oliver et al, 2007;Rovai, 2002;Rumble, 2001;Salmon, 2000;Sandelands and Wills, 1996). What now requires further consideration is how learning processes are affected by a much more complex ecology of knowledge acquisition and development in the workplace, as illustrated in the following quote:…”