The message is that we should concentrate on the quality of the pedagogical design and its relationship to the possibilities of the Internet if we want to accomplish the promises of e-learning.

In this article I will address the topic of the pedagogical design of learning experiences. Learning experiences are offered mostly in chunks, like courses. These chunks (in the next paragraph we abstract them to the concept of ‘units of study’) are the major delivery units for e-learning. From a design perspective, the course is the aggregate containing all the necessary features to make learning successful. It is at this level that educational modelling (or instructional design/learning design) takes place; it is at this level that the pedagogical models are implemented; it is this level of aggregation that is accountable for the quality of learning.
I will specifically address the analysis of pedagogical models we did in order to provide a meta-model from which we could build a notation for units of study.

The title of this article could have been: Where is the learning in e-learning?