Rethinking e-learning design on generative learning principles

As the latest in a long history of educational innovations implemented in the wake of technological advances, e-learning appears to have adopted a widely accepted and largely technocentric instructional design paradigm, that generally lacks an educationally sound, theoretical basis for design. We report on an investigation of the fruitfulness of a new, generative theory and model of learning for making sense of e-learning design, and briefly discuss some similarities and differences between this generatively principled e-learning design framework and other design and technology selection frameworks in the field. We suggest charting a course for digital education by formulating an e-learning design process that is generative in nature, and set out a research agenda on this basis. This might provide the necessary direction, amidst winds of change, in particular though not exclusively for corporate e-learning.