Distance Education in Transition - Master of Distance Education ...

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Foreword by Fred Lockwood As an educator or trainer, working with school children or university students, trainees in industry or workers in commerce, you will have been bombarded by claims as to the extent to which Communication & Information Technology will influence learning and teaching. We are repeatedly told we are at the beginning of a digital revolution that will fundamentally change our methods of learning and teaching; a revolution that will change our lives. However, such rhetoric, and even eye catching illustrations of how the new media can be used, is no substitute for careful consideration of the pedagogy upon which such claims must ultimately be based and how the research evidence is interpreted. In this book Distance Education in Transition. New Trends and Challenges, Professor Otto Peters makes a major contribution to this specific domain of knowledge. He extends his analysis and discussion of the pedagogy inherent in distance education and virtual learning environments; one that was started with his book Learning and Teaching in Distance Education (1998, revised edition 2001). These books provide a basis from which this revolution can be assessed, that can combine the best of current practice and allow us to contribute to this revolution. The fundamental position that Professor Peters adopts is that in preparing our students for life in the knowledge economy, and learning in a digital environment, the aim should be to provide opportunities for autonomous learning not heteronomous learning. We should strive for a pedagogy that is learner centred and interactive, providing an opportunity for learners to be self-directed, self-reliant and self-regulated. He contrasts this with the pedagogy that has been dominant for centuries – that of expository teaching and receptive learning. In the new environment, that many are embracing, Professor Peters suggest we – the teachers – will no longer be the source of all information and content; our role will change to that of guide and facilitator. We will no longer be the sage on the stage but the guide on the side. It represents a fundamental change from a teaching to a learning culture. In this digital learning environment the goal will be for learners to plan, organise, control and evaluate their own learning. In doing so they will be involved in navigating, browsing, searching, connecting and collecting information within an environment few of us could have considered less than a generation ago. We should be under no illusions – we are in the midst of a revolution in learning and teaching that has massive and far-reaching implications. We ignore it at our peril and to the detriment of our learners. However, this book was not written for technophiles and we do not need a detailed understanding of computers, software and networks – in fact we only need to be aware that this technology exists. It aims at a pedagogical interpretation of distance education and online learning. It advocates and demands pedagogical reform. This book will challenge many of our long-standing assumptions and practices. This may be uncomfortable of some of us. However, the reward for our efforts will be considerable. Peters describes the pedagogy of a whole new-world of learning and teaching, a gateway to life long learning. It is likely that you too will be convinced that our aim should not be for teacher dominated, goal directed behaviour but for 9
independent networked thinking – for autonomous learners. Our aim should not be to perpetuate previous teaching and learning practices in the new environment but to consider a whole array of possibilities that are open to us. Fred Lockwood Manchester, January 2002 10
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References Aebli, H. (1983). Die Wi
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References Bell, D. (1975). Die nac
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References Dale, E. (1967). Histori
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References Faulstich, W. (1997). "J
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References Hauck, M. (2004). Explor
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References Jakupec, V. (1993). Das
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References Kuhlen, R. (1991). Hyper
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References Nolda, S. (2001). Vom Ve
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References Reinmann-Rothmeier, G. (
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References Schulmeister, R. (n. y.)
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References Weinberger, A., & Mandl,
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Giesecke, Michael: 136 Giovis, Chri
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Spada, Hans: 135, 136, 138 Spencer,
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computer-mediated: 32, 98; digital:
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emergence: 13, 17, 84, 86, 159, 162
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isolation: 47, 102, 103, 111, 119 I
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structuring: 79, 80-1, 86, 94; summ
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patchwork identity: 104 pattern rec
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self-regulated: 9, 29, 115, 126; se
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ASF Series Studien und Berichte der
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