Implicit theories of learning and change: their role in the development of e-learning environments for higher education

This chapter addresses the twin issues of content and educational design. Neither term can be read unproblematically. In this chapter, we take ‘content’ to mean electronic information resources, which students may (or may not) use in their work as learners. By ‘educational design’ we mean the set of processes entailed in planning the creation of good learning tasks, good learning resources and the conditions in which convivial learning communities may grow and prosper.