E-learning rhetoric, creativity and innovation

Abstract

Taylor and Francis Ltd CALT110386.sgm 10.1080/09687760500104039 ALT-J, Research in Learning Technology 0968-7769 (print)/1741-1629 (online) Editorial 2005 Association for Learning Technology 13 2 000000June 2005 JaneSeale School of EduationUniversity of SouthamptonHighfieldSouthamptonSO17 1BJUKJ.K.Seale@soton.ac.uk In this issue of ALT-J we have five papers that cover a range of policy, evaluation and development issues. The first paper, by Smith, sets the scene for the remaining papers with its focus on policy and how this may be influenced by rhetoric, and in turn may influence creativity and innovation. In 'From flowers to palms: 40 years of policy for online learning', Smith presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies. Smith concludes: The creativity of the early adopters, who matched tools and resources closely to student learning need … has been overlooked in more recent strategically intentioned develop-ments, but current funding may be beginning to redress this balance. Lessons learned from the demise of the UkeU may signal the end of 'big systems' and a return to inno-vation, rather than further sustaining Blunkett's … rhetoric of e-learning as economic necessity … The remaining papers in this issue certainly present e-learning as a pedagogic rather than an economic necessity. For example, Creanor and Walker examine the pedagogy of transnational online learning from the perspective of communities of practice and learning architectures, while Wheeler, Kelly and Gale explore how a Managed Learn-ing Environment can be designed to promote problem-based learning and situated cognition. In 'Learning architectures and negotiation of meaning in European trade unions', Creanor and Walker describes a project that evaluates a European project focused on two key activities: developing a networking strand to support cross-border sectoral trade union activities, and developing a computer-mediated distance learning for cross-border trade union education. Out of these developments, new pedagogical architectures and social processes emerged. Creanor and Walker use Wenger's concept of 'communities of practice' (CoPs) as a framework for discussing their evaluation data. They conclude: