Learning with the artificial sciences: A paradigmatic shift

Abstract

In what follows, we look into the intellectual history of Distance Education. We study the methodological, political and epistemological aspects of the shift of paradigms in the scientific thought used to construct distance learning objects. A global (not meaning exhaustive) coverage of the various ways in which instructional communication has been mediated is given. We consider e-learning's objects to be socio-technical in nature and thus that their history stems from the very beginnings of Artificial Intelligence. © 2004 Springer Science + Business Media, Inc.