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Incorporating normative thinking to educational and technological practices
Emphasis on explicit rational formulation of educational aims is absent from many educational change processes, and from those that involve ICT in particular. It is against such well-defined and critically examined aims that any endeavor to enhance learning with technology should be designed, implemented and evaluated. This lack is recognizable in the policy-making level as well as in the micro level of specific design processes of eLearning solutions and methodologies. The emphasis on aims should, to our conception, be a counter-power to the postmodern tendency to accept and cherish innovation for its own sake that dominates the domain of eLearning. Normative thinking has a constructive role also in regards to popular learning methodologies that are often conceived as automatically entailed from the shift from traditional to technology-enhanced learning, e.g., constructivism, experiential and collaborative learning. These methodologies are often accepted without serious examination of the aims that an educational intervention should achieve, and thus, without making a supplementary theoretical effort to adjust and fine-tune them to each particular implementation context.
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