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

Pedagogical Consequences of the Transformation of Information and Knowledge
around the flood of information provided by the Internet. Accordingly, knowledge is
not just an economic good but also a "person-related good" (Reinmann-Rothmeier,
2002, p. 2). It is a competence "for life in the knowledge society" (Reinmann-Rothmeier
& Mandl, 1997b, p. 97). Each of us must now develop strategies for dealing with
information and knowledge in all their forms. This made clear the pedagogical dimension
of the term. In fact, the authors relate knowledge management explicitly to the area of
education (1997, p. 56). In particular, they regard it as an integral part of the acquisition
of knowledge. In other words, they interpret knowledge management pedagogically.
It is exciting to imagine learning as a special process of knowledge management.
Distance students and on-line learners have always been forced to organise their own
learning processes, e.g. with regard to the beginning, duration, location and often the
sequence of the modules they had to work through. To a limited extent they have always
had to monitor and check their own learning. If they now in addition want to manage
the actual process of acquiring knowledge they can orient themselves to the integrated
Munich model of knowledge management (Reinmann-Rothmeier, 2002, p. 8).
This model focuses attention on four process areas: the representation, use,
communication and generation of knowledge. Corresponding processes are planned in
any case for the development of informed knowledge in digital learning environments.
However, if these processes are controlled using this model, the pedagogical cornerstones
are strengthened and the pedagogical contours are intensified. In addition, the model can
coordinate the necessary activities for acquiring knowledge and legitimate them
theoretically.
Knowledge management is particularly important in on-line learning. Gabi Reinmann-
Rothmeier interprets it as a "melting pot" for knowledge management and continuing
education (2002, p. 11). She points out how three basic functions of on-line learning can
be used in continuing education: the distribution of information, the interaction between
user and system and the collaboration between learners. And she also shows how basic
functions of knowledge management (representation, communication, use, generation)
can be linked in this way.
Principles for Acquiring Informed Knowledge
Some of the more important pedagogical concepts can be realised as well relatively easily
and effectively in the digital learning environment. As examples of this I will refer to
just three: learner orientation, problem orientation and actuality.
Learner Orientation
If we start from the constructivist learning model, in the acquisition of knowledge the
actual work is done by the individuals. They move into the focal point of the happenings.
In the digital learning environment this is expressed quite simply by the fact that
learners work in relative isolation from others and that all activities of this acquisition of
knowledge have to, and should, start from themselves, which makes them, so to speak,
to the leading actors.
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