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This examines some of the ways in which e-learning has failed to live up to its early promise and suggests how this situation might be remedied.
This examines some of the ways in which e-learning has failed to live up to its early promise and suggests how this situation might be remedied.

Examine ideas and strategies in which might result in a more effective match between e-learning pedagogies, the affordances of the technologies and the motivation of learners as they achieve effective e-learning outcomes.

the ever shifting nature of the e-landscape, characterized by its rapidly changing technologies, software and marketing mechanisms.
the ever shifting nature of the e-landscape, characterized by its rapidly changing technologies, software and marketing mechanisms.
the difficulty of helping teachers find ways to exploit the capacities offered by these ‘disruptive technologies’ as they continue to bring about change.

Certainly, many instructors have never used e-learning strategies in their student role nor have they had training in, or previous experience of, teaching with e-learning strategies. The rapidly changing context in which e-learning is occurring makes the challenge for these teachers just that little bit harder.

The conservative nature of the traditional culture of schooling and classroom instruction.
Teachers’ resistance to changing their traditional teaching approaches.
Lack of time for teachers to learn how to use and integrate ICT in their teaching.
Lack of technology infrastructure.
Lack of specific technologies that address the specific needs of teachers and students.

Lack of ongoing support.
Lack of ongoing support.
Lack of release time and incentives for teacher innovators.
Incompatibility of traditional teaching with the constructivist framework fostered by ICT.
Need for teachers to unlearn traditional teaching beliefs and practices.
Need to prepare teachers to integrate ICT by integrating ICT in teacher preparation programs.
Need for policy, curriculum and assessment reform.

Innovation or technology is one that eventually takes over the existing dominant technology in the market, despite the fact that the disruptive technology is both radically different from the leading technology and that it often initially performs less successfully than the leading technology according to existing measures of performance, but over time the functionality or the attributes of the new way of doing things replace the older technologies.
Innovation or technology is one that eventually takes over the existing dominant technology in the market, despite the fact that the disruptive technology is both radically different from the leading technology and that it often initially performs less successfully than the leading technology according to existing measures of performance, but over time the functionality or the attributes of the new way of doing things replace the older technologies.

1. Access to information*/knowing you could pre-read or catch up;
1. Access to information*/knowing you could pre-read or catch up;
2. Asking questions*/asking ‘dumb’ questions without embarrassment and ‘seeing’ what other questions people were asking;
3. Benchmarking and comparing*/comparing your interpretations and products with others and understanding assessment demands and rubrics;
4. Time and place flexibility*/being able to juggle work, family and study, reducing long commuting times and maximizing the time spent on each activity and at what place that time would be spent.

At present e-learning seems to be an amalgamation of various web technologies that replicate the strategies available in the face-to-face classroom. Metaphors through which these components of e-learning create similar relationships to face-to-face contexts include discussion forums, online assessment and textbooks.
At present e-learning seems to be an amalgamation of various web technologies that replicate the strategies available in the face-to-face classroom. Metaphors through which these components of e-learning create similar relationships to face-to-face contexts include discussion forums, online assessment and textbooks.
It has also enabled the learner to create a representation of high quality and with tools that support the transduction of information from one form to another. It is now possible to collect data from the field and represent that data in a graph or animated display that explains the ideas visually and succinctly.

Personal construction, the collection of artefacts representing a constructed learning state and, by comparing artefacts, how the learners’ thoughts were changed or modified, and even the source of the influence on those thoughts. It is possible to document not only the personal construction of understanding but also the social interactions that have contributed to the journey. The importance of the social interactions in the process is emphasized by many writers and practitioners of e-learning
Personal construction, the collection of artefacts representing a constructed learning state and, by comparing artefacts, how the learners’ thoughts were changed or modified, and even the source of the influence on those thoughts. It is possible to document not only the personal construction of understanding but also the social interactions that have contributed to the journey. The importance of the social interactions in the process is emphasized by many writers and practitioners of e-learning

1. a shift from content management systems (LMS) to digital repositories;
1. a shift from content management systems (LMS) to digital repositories;
2. a shift from learning objects (with content embedded) to learning activities that are shareable pedagogical sequences without content;
3. a shift from information delivery to more interaction support, thus enabling the social construction of meaningful knowledge;
4. a shift in focus from assessment of the end product to assessment of the learning journey, through keeping portfolios of en route products that indicate changes in understanding and reflection;

It becomes a time in which new options in technology use might include open source software as an alternative to provide a less expensive learning management software environment or the rethinking of course design so that investment in one propriety system does not prohibit a later move or switch to another that offers a better pedagogical match.
It becomes a time in which new options in technology use might include open source software as an alternative to provide a less expensive learning management software environment or the rethinking of course design so that investment in one propriety system does not prohibit a later move or switch to another that offers a better pedagogical match.

Transfer. Transfer conventional instructional tools, strategies, communication and delivery to a technology-enhanced learning environment.
Transfer. Transfer conventional instructional tools, strategies, communication and delivery to a technology-enhanced learning environment.
Translate. Redefine and shift conventional instructional tools, strategies, communication and delivery to the technology-enhanced learning environment.
Transcend. Go beyond conventional instructional tools, strategies, communication and delivery to invent new paradigms for teaching and learning.

Current e-learning activity is motivated by transfer and driven by the teacher. As we choose more potentially disruptive pedagogical options it is possible to move towards transcending motivation and create environments in which the learner is experiencing views of the world that are multimodal and require a range of literacies, not only to understand the different representative descriptions but also to employ tools with which the learner can construct and communicate their ideas with others. Thus, for any e-learning experience to be disruptive and integral to future learning it is necessary to create a learning space that facilitates the movement of the learner from being a passive participant toward an active engaged constructor of their own experience. Thus:
Current e-learning activity is motivated by transfer and driven by the teacher. As we choose more potentially disruptive pedagogical options it is possible to move towards transcending motivation and create environments in which the learner is experiencing views of the world that are multimodal and require a range of literacies, not only to understand the different representative descriptions but also to employ tools with which the learner can construct and communicate their ideas with others. Thus, for any e-learning experience to be disruptive and integral to future learning it is necessary to create a learning space that facilitates the movement of the learner from being a passive participant toward an active engaged constructor of their own experience. Thus:
There needs to be a rethinking of learning activities;
An exploration of how interactions are managed and facilitated;

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