Abstract
Current theories of learning stress the importance of social and organisational factors. Indeed, they characterise learning as an integrated set of social/cognitive processes that take place in a community of practice. On the contrary, the traditional and the current dominant views in the development of Educational Technologies (ET) pay scant attention to their social and organisational setting: The socio-technical interrelationships are often ignored. As a consequence, even Advanced educational technologies are very much less used then might be expected and cost-benefit analyses do not often show the promised outcomes.
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© 1994 Springer Science+Business Media New York
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Bagnara, S. (1994). Organisational Requirements for Educational Technologies Development and Use. In: Seidel, R.J., Chatelier, P.R. (eds) Learning without Boundaries. Defense Research Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-1199-5_3
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DOI: https://doi.org/10.1007/978-1-4899-1199-5_3
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