In the late nineties, a sort of continuous enthusiasm could be observed regarding the potential impact and transformational effect of ICT in learning. The arguments used were pragmatic ones, related to efficiency, cost-effectiveness, access, etc. The expectations were closer to the “classical” ICT-supported training approach. Later on, the model of learning in networked systems became the cutting edge concept. Notwithstanding repeated emphasis on the need for balanced consideration and development of the different aspects (methodology, ICT, social, etc.) in the elaboration and implementation of e-learning solutions, it was technology-driven development that dominated in practice. Strong confidence in the omnipotence of technology characterised the first years of the last decade. ICTs were part of the expectations concerning the large-scale transformation of higher education, which was expected to become more plural, international and flexible. Less emphasis was placed explicitly on innovation; however, the change in learning systems formed part of the accompanying conceptual and strategic expectations.
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
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