Introduction

Designing for learning will take place in the context of a preferred pedagogical approach which in itself will be derived from a perspective on the nature of the learning process. It is possible to identify three broad perspectives, each making fundamentally different assumptions about how learning occurs. These are given in the table Defining approaches to learning with the identifying features and pedagogical approach associated with each perspective.

One, or a combination of these perspectives, may suit different subject areas, different kinds of learner, or different values about what is important in the learning encounter. No one pedagogical approach (or combination of approaches) is more or less likely to involve e-learning as is shown in the case studies in this CD-ROM.

The approach selected is likely to be based on what the practitioner knows of learning theory and practice, for example from their training and from talking to colleagues, as well as the professional know-how they have gained in the course of their career. It may be influenced by the nature of the learning outcomes, the practitioner’s awareness of learners’ preferences, or by the resources, tools, facilities and services within the environment in which the learning takes place. The pedagogical approach a practitioner uses may not be articulated or given a name, but will have an influence on the designing process.

The search for effective practice will mean exploring the rationale behind the approach adopted and ensuring its relevance to the other essential elements underpinning designing activities for learning.