By Norbert Pachler

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Personalized learning needs 39 40 Key Issues in e-Learning to be treated with caution in this context. Learning is about being a person and how the person learns in relation to social and technological contexts—in other words, it is “sociogenic”, and our focus is on how the individual makes sense of all the opportunities, practices and stimuli in a multimodal world. This chapter looks at changing contexts which make up this ecology of learning. As with all ecologies, these factors and contexts are connected in complex ways.

134). In his paper he provides an interesting historical overview of learning theories and how they link to the use of technology in teaching and learning. g. Pachler, Bachmair and Cook, 2010)—is the work of Lev Vygotsky in the field of social constructivism who emphasizes the necessity for collaborative, argumentative and reflective discourses as a central part of the learning process (Ravenscroft, 2001: 141). The interaction between tutors and learners as well as between learners and learners in e-learning operates on the basis of proficient use of sign systems, normally language (written or spoken) and increasingly also images.

The pressure to respond quickly to each reform agenda damages the qualitative achievements of each of them. Such pressures are actually counterproductive of making a sustainable long-term impact. They ultimately “militated against policy support for more context-specific, long-term, inquiry-based, collaborative professional development practices” (p. 103). He suggests that the effects of this are significant within elearning environments. Pearson and Naylor’s (2006) research indicates that the first type of policy tensions particularly affects learning approaches in the secondary school sector.

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