Siinviidatu võib olla huvitav lugemine haridushuvilisele, sest tegu on e-haridusvaldkonna ühtede pioneeride ja tunnustatud autorite vaatega e-õppe kujunemisloost. Tekst on peamiselt siiski sihistatud nendele, kelle arvates e-õpe on vaid tavaõppe kolimine veebi ja kes on lugenud “mingeid filosoofilisi mõtisklusi” haridusparadigmade muutumisest (mina pean silmas nt siin kajastatut, kuid ei ole teada, missuguseid tekste peavad silmas eelnimetatud) ning ei näe seal suurt vahet. Aga, jah, oleks üllatus, kui mõni “mingeid filosoofilisi mõtisklusi” lugenu siia lehele satub. Ja sellest ei ole midagi.
Kuna tekst on vabalevis, siis teen vaid kaks väljavõtet.

Technology does not inevitably determine social change. One possibility always is that old forms of meaning can reproduced in new media.

Teine on mõeldud motiveerimaks neid, kes võivad väsida enne lõppu:

PLATO also foreshadowed a new paradigm in education. Here are some of the educational affordances that PLATO demonstrated, applying now the terms we have developed elsewhere. 72 Ubiquitous learning: University of Illinois President Henry could log in to PLATO from twenty five miles away in 1961, and Boris Yelstin from five thousand miles away in Moscow. Half a century later, online learning takes a myriad of forms. In the COVID-19 pandemic, every teacher and every learner was forced to go online. Active knowledge making: PLATO demanded interaction on the part of students, eventually even self-guided “inquiry” learning and online collaboration. Multimodal meaning: beyond the old educational media of reading and writing, PLATO presented text, image and sound through a shared same medium. Recursive feedback: instead of having to wait for the test to determine what students had learned (summative assessment), PLATO offered on-the-fly feedback to learners (formative assessment), while keeping a record of learner progress (learning analytics). Collaborative intelligence: with its discussion channel and multiplayer games, PLATO foreshadowed what is today termed computer supported collaborative learning. Metacognition: cycles of interaction in PLATO not only prompted thinking, but thinking about that thinking. And finally, perhaps the most revolutionary of all these pedagogical innovations, differentiated learning. Students could go at their own pace. The computer was sensitive to every incremental move they made, offering help where needed. PLATO did this in a way that one teacher with however-many students never could. This spelt the end of the old regime of one-size-fits all content delivery and standardized assessment.

Cope, B., & Kalantzis, M. (2021) A Little History of e-Learning.