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

More documents

Recommendations

Info

Visions of Autonomous Learning � Presentation of the problem � Learners post their first perceptions of the problem � Learners explore the problem and the first perceptions � Learners revise their first perceptions of the problem � Learners prepare and post a critical reflection record. The learners develop hypotheses and possible solutions and search for evidence to support their hypotheses. In this way it is possible for them to compare and modify solutions. 7.6. Distributed Learning by Design Recently »design« has attracted considerable attention by instructional designers. The reason for this is a transformation of this pedagogical approach. Formerly special abilities and skills in designing were developed with students of architecture, fashion designers, engineers, and developers of software. But now experts find that the »learning by design approach« can also be applied in other disciplines as it can intensify learning of a more general nature as well. It is pedagogically attractive because it activates the students, encourages reflection, communication and collaboration and can become a considerable source of motivation when this particular type of learning-by doing is successful. Furthermore, the task to be solved is usually an authentic one. It requires the formulation of questions and the assessment of possible solutions. The designed artefact must be repeatedly compared with the original. Different levels of abstraction must be distinguished. Design approaches of this kind have been described by Peter Reimann and Jörg Zumbach (2001, pp. 145–152), with reference to Lahti, Seitamaa-Hakkarainen and Hakkarainen (2001), Hmelo, Holton and Kolodner (2000), Schank (1994) and by Schank, Fano, Bell and Jona (1994). Jörg Zumbach and Peter Reimann (1999) tested the method of learning by design by developing a project of “information design” and compared this method with a Hypertext programme and with a tutorial program in which the same contents were imparted. The result: the learning-by design students showed more intrinsic motivation, more rational and better balanced argumentation and better acquisition of structural knowledge in a post-test. 7.7. Learning in Virtual Seminars Like the three models referred to above, a virtual seminar is – a special form of community learning. If we compare it to a real seminar we become aware again how much the pedagogical structure is rearranged in the virtual learning space. The interplay between autonomous learning and communicative learning is decidedly different. The individual part is much stronger as each participant remains an autonomous learner for long time units and is able to study all the contributions of all active participants in asynchronous seminars. In a way a virtual seminar is a cohort of autonomous learners who communicate and collaborate together in a mediated way. Teachers and learners must adapt to the different learning situation. (Weinberger & Mandl, 2001). The teachers' role changes considerably, because they are expected not to teach the autonomous learners, but to moderate the seminar (Salmon, 2001). The learners have to develop individual strategies in order to be able 231
Visions of Autonomous Learning � to deal with the great amount of messages, � to exchange information, � to follow a discussion that is usually most complex, take an active part in it and concentrate on those aspects in which they are interested, � to try to become “visible” in the group and to socialise with other class members in the virtual way, � to concentrate on preferred aspects of the discussion, � to construct knowledge, � to cooperate with participants in small sub-groups, � to ask for support and profit from it. When the students have experienced a virtual seminar of this kind they will probably have become better »autonomous« learners. Further research is needed in order to explore the real nature of this particular pedagogical structure and to evaluate current experiences. It can be facilitated by using a heuristic scheme presented by Helmut F. Friedrich and Friedrich W. Hesse (2001, p. 10), because this conveys major elements of distributed communicative learning: INPUTS PROCESS OUTCOMES Person Interactions with Person Media competency Technology Media competency Prior knowledge Learning content Acquiring knowledge Strategies Other persons Knowledge transfer Preferences Motivation Motivation Attitudes Key qualifications Group Group Distribution of knowledge Knowledge distribution Role taking Role taking Climate Self-regulation Cohesion Productivity History Learning environment Curricular integration Instructional design Technology Support Cohesion Climate 8. Cultural History Interpretation It is illuminating to refer also to the cultural history aspect of autonomous learning. This aspect is often neglected by those who are mainly interested in the technological problems of virtual learning and in the breathtaking advances of information and communication 232
Page 1 and 2:
Studien und Berichte der Arbeitsste
Page 3 and 4:
Studien und Berichte der Arbeitsste
Page 5 and 6:
Acknowledgements Chapter 1: “Grow
Page 8 and 9:
Series Editors' Foreword In 1994, D
Page 10 and 11:
Foreword by Fred Lockwood As an edu
Page 12 and 13:
Introduction Owing to the exponenti
Page 14 and 15:
1 Growing Importance of Distance Ed
Page 16 and 17:
Growing Importance of Distance Educ
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24:
Page 27 and 28:
The Educational Paradigm Shifts Eve
Page 29 and 30:
The Educational Paradigm Shifts the
Page 31 and 32:
The Educational Paradigm Shifts �
Page 33 and 34:
The Educational Paradigm Shifts eng
Page 35 and 36:
Perspectives The Educational Paradi
Page 38 and 39:
3 Concepts and Models Introduction
Page 40 and 41:
Concepts and Models In distance edu
Page 42 and 43:
Concepts and Models students only b
Page 44 and 45:
Concepts and Models students attend
Page 46:
Concepts and Models teaching, becau
Page 49 and 50:
Online Learning: Visions, Hopes, Ex
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 58 and 59:
5 Digitised Learning Environments:
Page 60 and 61:
Digitised Learning Environments: Ne
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
6 New Learning Spaces Introduction
Page 74 and 75:
New Learning Spaces characteristic
Page 76 and 77:
New Learning Spaces � There is a
Page 78 and 79:
New Learning Spaces Uncertainties T
Page 80 and 81:
New Learning Spaces Opaqueness If t
Page 82 and 83:
New Learning Spaces This interactio
Page 84 and 85:
New Learning Spaces scenes from fai
Page 86 and 87:
7 A Pedagogical Model for Using Vir
Page 88 and 89:
A Pedagogical Model for Using Virtu
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106:
Page 109 and 110:
Moderating a Virtual Seminar new le
Page 111 and 112:
Moderating a Virtual Seminar other
Page 113 and 114:
Moderating a Virtual Seminar Advant
Page 115 and 116:
Moderating a Virtual Seminar Learni
Page 117 and 118:
Moderating a Virtual Seminar formul
Page 119 and 120:
Moderating a Virtual Seminar judged
Page 121 and 122:
Moderating a Virtual Seminar We may
Page 123 and 124:
Moderating a Virtual Seminar observ
Page 125 and 126:
Moderating a Virtual Seminar the pr
Page 127 and 128:
Moderating a Virtual Seminar 3. How
Page 129 and 130:
Moderating a Virtual Seminar � I
Page 131 and 132:
"Information" and "Knowledge" - On
Page 133 and 134:
Page 135 and 136:
Knowledge "Information" and "Knowle
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Pedagogical Consequences of the Tra
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 178 and 179:
11 The Pedagogical Flexibility of t
Page 180 and 181:
The Pedagogical Flexibility of the
Page 182 and 183: The Pedagogical Flexibility of the
Page 202: The Pedagogical Flexibility of the
Page 205 and 206: The Transformation of the Universit
Page 217 and 218: Visions of Autonomous Learning 1.3.
Page 219 and 220: Visions of Autonomous Learning Soci
Page 221 and 222: Visions of Autonomous Learning 4.3.
Page 223 and 224: Visions of Autonomous Learning abou
Page 225 and 226: Visions of Autonomous Learning expl
Page 227 and 228: Visions of Autonomous Learning Thes
Page 229 and 230: Visions of Autonomous Learning �
Page 231: Visions of Autonomous Learning �
Page 236 and 237: References Aebli, H. (1983). Die Wi
Page 238 and 239: References Bell, D. (1975). Die nac
Page 240 and 241: References Dale, E. (1967). Histori
Page 242 and 243: References Faulstich, W. (1997). "J
Page 244 and 245: References Hauck, M. (2004). Explor
Page 246 and 247: References Jakupec, V. (1993). Das
Page 248 and 249: References Kuhlen, R. (1991). Hyper
Page 250 and 251: References Nolda, S. (2001). Vom Ve
Page 252 and 253: References Reinmann-Rothmeier, G. (
Page 254 and 255: References Schulmeister, R. (n. y.)
Page 256: References Weinberger, A., & Mandl,
Page 259 and 260: Giesecke, Michael: 136 Giovis, Chri
Page 261 and 262: Spada, Hans: 135, 136, 138 Spencer,
Page 263 and 264: computer-mediated: 32, 98; digital:
Page 265 and 266: emergence: 13, 17, 84, 86, 159, 162
Page 267 and 268: isolation: 47, 102, 103, 111, 119 I
Page 269 and 270: structuring: 79, 80-1, 86, 94; summ
Page 271 and 272: patchwork identity: 104 pattern rec
Page 273 and 274: self-regulated: 9, 29, 115, 126; se
Page 275: ASF Series Studien und Berichte der
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?