According to the author, "three dominant policy discourses in education have shaped the development and implementation of e-learning: commodification, privatization and a restricted discourse of lifelong learning," for example, "Even the development of individual learning portfolios has been inhibited by the desire to control and commodify learning. Rather than learners being encouraged to develop an account of all their learning experiences, many systems constrain the recording and reflection on learning to the learning outcomes prescribed by the curriculum."
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