The special issue
Technology Magazine on the implications that broadening of
the definition of learning would have for educators and educational
technologists has come out. Yusra
Laila Visser(Florida State University & Learning
Development Institute), Gordon
Rowland (Ithaca College), and Jan
Visser (Learning Development Institute) are the guest
editors who coordinated this special issue. The idea behind the
issue is that narrow definitions of the past have, perhaps unconsciously,
limited our thinking about the nature and range of options we
consider in selecting or creating instructional methods, learning
environments and tools. The initiative for this Special Issue
came in the wake of the debate generated by LDI during two successive
AECT meetings (Long Beach 2000 and Denver 2000). That debate
is reflected elsewhere on this Web site, particularly in the
framework of the Meaning of Learning (MOL)
For this Special Issue we gathered together
a group of authors whose work is known to include keen insights
on what a broad definition of learning might imply. Some articles
report results of research; others are conceptual and/or theoretical.
The following authors (listed alphabetically) contributed to
this special issue. The titles of their articles as well as brief
bio information are listed with their names.
Ron Burnett: Context,
Technology, Communication and Learning.
Burnett is President
of the Emily Carr Institute of Art + Design
and former Director, Graduate Program in Communications, McGill
University. He is the author of Cultures of Vision: Images,
the Imaginary (Indiana University Press, 1996) and of the
forthcoming, How Images Think (MIT Press) and founder of Canada's first
in Communications and Cultural Studies, Ciné-Tracts.
Tina Grotzer: Expanding
Our Vision for Educational Technology: Procedural, Conceptual,
and Structural Knowledge.
is Principal Investigator in the Understandings of
Consequence Project/Cognitive Skills Group, Project Zero, Harvard
Graduate School of Education.
David Jonassen: Learning
Jonassen is Distinguished
Professor of Learning Technologies and
Professor of Educational Psychology
at the University of Missouri.
Jeroen J. G. van Merrienboer, Norbert
M. Seel and Paul A. Kirschner:Mental
Models as a New Foundation for ID.
on aging across the lifespan.
He is Assistant Professor of Neurology
at the University of Pittsburgh
School of Medicine.
Deborah Perry: Profound
Learning: Stories from Museums.
is currently Director of Selinda Research Associates in
Chicago, and President of the international Visitor Studies Association.
She was formerly co-director
of the Informal Learning Program at the
University of Chicago, and Project Manager for the Museum Impact
Evaluation Study at the Museum of Science and Industry in Chicago.
Gordon Rowland, John Hetherington, and
Jennifer Raasch: The individual
nature of powerful learning experience.
Rowland is Associate
Professor and Chair of the Department of
Organizational Communication, Learning, and Design at Ithaca
is an adjunct faculty member at State University of
New York, Empire State College, and the SUNY Learning Network.
Raasch is an instructional
technology consultant at the
University of Redlands.
Gavriel Salomon: Technology
and pedagogy: Why don't we see the promised revolution?.
past dean of the Faculty of Education at the University
of Haifa, Israel, is a professor of educational psychology there.
currently co-director of the Center for Research on Peace Education.
Salomon is the receipient of the 2001 Israeli National Award
Achievements in Educational Research.
John Shotter:Undefining learning: "Participative learning" within
dialogically structured activities.
Shotter is a professor
of interpersonal relations and chair in the
Department of Communication, University of New Hampshire. He
author of Social Accountability and Selfhood (Blackwell,
Politics of Everyday Life: Social Constructionism, Rhetoric,
and Knowing of
the Third Kind (Open University, 1993), and Conversational
Construction of Life through Language (Sage, 1993).
Jim Spohrer:The meaning of learning from the perspective of rapid technological
is Chief Technology Officer with the IBM Venture Capital
Relations Group at the IBM Almaden Research Center as well as