Distance learning and the role of ict
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Generations in distance teaching; Promises and the state-of-the-art; E-learning in relation to ‘traditional’ teaching; Analytical framework
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Distance learning and the role of ict
- 1. Distance learning and the role of ICT author: Eric Kluijfhout, eric.kluijfhout@gmail.com This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/devnations/2.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.
- 2. Distance learning and the role of ICT For the Institute for Community Participation, Bethlehem University by Eric Kluijfhout
- 5. Are we talking about the same thing? Learning with multi-media Computer-based learning On-line learning
- 11. Possible e-learning approaches Extended classroom Blended learning Distributed learning Substitution Innovation Transforma-tion
- 12. Possible e-learning approaches Extended classroom Blended learning Distributed learning Substitution Students can choose between life lectures and video-taped lectures Class-room lecture + on-line indiv. assignments Lecture through interactive video Innovation Class-room lecture + on-line project with peers abroad Full distance, project-based learning Transforma-tion (Inter)national professional learning network
- 13. Three dimensions of e-learning E-learning pedagogical technolo- gical organisa- tional
- 14. Three levels to consider in e-learning Teaching & learning process (micro-level) Institution/organisation (mezzo level) Society (macro-level)
- 15. Analysis and design framework Level Dimension micro mezzo macro pedagogical technological organizational
Notas del editor
- 1 st generation (late 19 th century): content presentation and guidance through the postal system (individual, certificate-directed) 2 nd generation (>60’s): radio and later television broadcasting to deliver life or recorded lectures; to individuals as well as classroom groups (‘developing the masses’ through non-formal education and community development) 3 rd generation (>80’s): multimedia systems to deliver content to individuals (video, later computer diskettes and CDs); guidance and tutoring individualised or in groups, often face-to-face in study centres (the rise of the open universities) 4 th generation (>90’s): fully internet-based, including the communication between student and tutor, students and students. 5 th generation: learning anytime anywhere, integrated with other ubiquitous services. In the Netherlands about 2-3 years from now 6 th generation: intelligent learning systems, integrated in the ‘natural environment’ At least in the first four generations printed materials still have an important function!!
- Multi-media = text, audio, video, on various carriers (paper, TV, video, CD-I, CD-ROM, DVD) Computer-based = educational software, CD-I/CD-ROM, DVD On-line learning/web-based learning = computer-based learning with internet as the distribution and communication medium
- Student: Independent of place and time: at work, at home, on the move (?); combine with books and CD-ROM for content! (not all the time on-line) Just in time: only learn when and what you need to/linked to knowledge management! Personalised: content and pedagogy (still largely theoretical) Lecturer: Concentrate on tutoring: instead of presenting same content over and over, and answering ‘standard’ questions, time can be spent on students’ individual problems. Professionally rewarding: pace is not set by the slowest student, so the study domain covered tends to be wider and deeper Institution: More efficient: re-usability of content; larger student numbers with one-time investment in course development; More effective: in addition to traditional learning services new services can be provided Improved market position
- Substitution: you only change the medium; often emphasis on digital content presentation and in combination with face-to-face meetings. Innovation: using the added value of e-learning for time and place independent learning, asynchronous communication, personalised learning etc. Transformation: new didactics related to distributed learning (full distance learning) and required support organization.
- Extended classroom: add additional electronic services to traditional classroom teaching, e.g. Curriculum on the web, provide electronic lecture notes, videotape lectures, etc. Blended learning: possibly replace part of the content (e.g. websites instead of study book) and/or communication (hand in assignments electronically; discussion groups, .......). Distributed learning: content presentation, communication/tutoring, and assesment is on-line. Puts extremely high demands on course design.
- Matrix of e-learning aims and relation to traditional teaching is an aspect of the pedagogical dimension.