ABSTRACT
The authors review the state of practice in online learning and provide a reminder of the “paradigm grid for online learning” that was proposed by Coomey and Stephenson in the first volume. They look at the implications of the grid for the key features of dialogue, involvement, support and control and contrast the classification with the model of teaching conceptions, proposed by Kember. The authors then move on to discuss how the potential for cocreation that emerged from the deployment of Web 2.0 may have transformed our approach to making content accessible whilst doing little for the advancement of underlying pedagogy. The chapter closes by looking at the promise of Web 3.0 and poses big questions about the future directions of pedagogy and educational practice.
