ABSTRACT
Might a process of e-learning design and development shed light on what students know and understand about learning? Can such insights help regenerate anachronistic notions of assessment, contributing the integrity required to meet changing expectations of education? An opportunity to undertake this doctoral investigation occurred by way of GENESIS (Generating E-learning Systems in Schools): an Australian Research Council funded Linkage partnership with three schools. GENESIS, driven by student inquiry, and comprising teachers, community members, academics and multimedia programmers, is growing a community investigation into hard-to-learn science and technology ideas students are passionate about understanding. GENESIS will design and develop an e-learning environment which provokes and supports deep engagement, and to describe, explain and understand its evolution.
