Embedding Theory into Learning Technology Practice with Toolkits

Grainne C. Conole, Martin Oliver


Abstract: Expert and theoretical knowledge about the use of learning technology is not always available to practitioners. This paper illustrates one way in which practitioners can be supported in the process of engaging with theory in order to underpin practical applications in the use of learning technologies. This approach involves the design of decision-making resources, defined here as 'toolkits'. This concept is then illustrated with three practical examples. The ways in which this approach embeds specific theoretical assumptions is discussed, and a model for toolkit specification, design and evaluation is described.

Editors: Simon Buckingham Shum (Open U.)

Reviewers: Martyn Cooper (Open U.), Simon Buckingham Shum (Open U.)

Interactive demonstrations: This article includes links to the Media Adviser Toolkit and the Evaluation Toolkit.

Interactive demonstrations: This article describes the Media Adviser toolkit, which is available to download from http://www.unl.ac.uk/ltri/demos/demos.htm, and the Evaluation Toolkit [www.ltss.bris.ac.uk/jcalt/]

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How to cite: Conole, G.C. and Oliver, M.. 2002. Embedding Theory into Learning Technology Practice with Toolkits. Journal of Interactive Media in Education 2002(2):7, DOI: http://dx.doi.org/10.5334/2002-8

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Copyright is retained by the author(s).

This article has been peer reviewed (journal peer review policy).

Published on 25 July 2002.

ISSN: 1365-893X | Published by Ubiquity Press | Creative Commons License This work is licensed under a Creative Commons License.