many other research projects around the world, aims to re-conceptualise the entire learner and instructional design scenario. Moving from a “teaching as telling”, “tell me what I have to do” to a “help me understand” facilitation.
Further, I argue that there are three levels of learning, ie. Content – what and how; Context – who, where and when; and Concept – why, or a continuum of ‘know how’ to ‘know why’ and inter-disciplinary relationships. Also, I have drawn from the work of researchers expressing knowledge in object form (cf Merril, 1997). Expressing learning as a behavioural and cognitive aspect of a knowledge object enables the instruction designer considerable latitude to incorporate learning theories and instructional design theories with instructional technologies, etc.
So, in summary, the VLGT as a conceptual model acknowledges:
· Learning as a duality of learner activity and learning structure represented in knowledge objects;
· Learning objectives need support in both topical “what is worth knowing” and a temporal acquisition of such knowledge;
· Learning is a human activity and as such can be expressed using systems models;
· Learning outcomes framed as knowledge objects must express Content, Context and Concept where these are seen to be mutually supportive.
One such variable is the expression of learning objectives. That research indicates that the SUTL campus students take little interest in the learning objectives as they are stated in extant learning guides (Calway, yet to be published). However,
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