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[hemmerling] Learning 1/2 - Learning, eLearning, Blended Learning & Teaching

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Organisations & Fairs & Conferences

Theory of Learning, Blended Learning and e-Learning

My Criticism

  • Question #1: Can I mark contents ( text, images ) like I can do with a real paper book with a yellow marker pen ( or a pencil ), as simple student user, to support my personal learning ?
    • Answer: Most systems don't support this :-(.
  • Question #2: Can the student make a printable PDF from an online contents ( i.e. a single PDF of 100 pages from an online module consisting of 100 HTML pages ), by fingertip ?
    • Answer #1: Typical PDF makers don´t offer this, so far :-(.
    • Answer #2: Some WIKIs, e.g. Mediawiki ( Wikipedia,.. ) offer this.
  • Question #3: Why should the teacher prepare online contents in an E-Learning system with much effort, if the student still wants and needs a printed copy ( i.e. a printable PDF document ) of the contents, for learning ?
    • Answer: I don´t know...

M.J. Stiles

Criticism about many E-Learning Platforms

  • Some of the most serious errors have been errors of educational and course design and have included:
    • Failure to engage the learner.
    • Mistaking “interactivity” for engagement.
    • Focussing on content rather than outcomes.
    • Mirroring traditional didactic approaches on the technology.
  • All the above are really all part of the same problem: namely, the adoption of view of learning as an information delivery process coupled with the practice of procedures.

Awareness

  • Learning is a social process and development is linked to the specific culture in which learning activities are shared.
  • Learning activities need to be 'authentic' - normal to the culture in question and involve its tools and artifacts.
  • Learning is situated in the dual contexts of culture and learning environment and that learning involves the interaction of learners and experts within them.
  • Enculturation involves the development by the learner of the use of culture-specific meaning-making, or semiotic, tools.
  • Individual and social learning have a complex and necessary interdependence.
  • Expertise involves perceiving the relationship between specific and general knowledge and skills.
  • The need for both learning activity and assessment to be clearly related to syllabus and to reward understanding.
  • The need to match assessment, content and resources to the learner's current level.

ALICE, a Project co-funded by the European Commission

Criticism about many E-Learning Platforms

  • Most relevant problems of current e-learning systems and tools:
    • Lack of Interaction: most of the times the only interaction available is to click on “next” button to step through the material presented.
    • Lack of Challenge: unchallenging material makes the learning experience unattractive and discourages progression.
    • Lack of Empowerment: the learner expects to control the learning experience, while, often, the learning experience controls and limits the learner.
    • Lack of Social Identity: the learner is often isolated from his/her peers reducing the collaboration and the learning achieved through social interaction.

Paul McKenzie

Criticism about Moodle

  • Moodle isn't Web2.0 intuitive - thre is a fairly steep learning curve for course creators.
  • By being out of step with Social Media (Web2.0), it is not overly appealing to students.
  • Learning managment systems tend to be teacher and classroom-centric != students self-regulated and globally connected education.
  • LMS's are not natural nodes of sharing and creativity.
  • Learning Management Systems are in effect “Walled Gardens”.
  • they are safe environments where content can be controlled and users limited.
  • in many ways...
  • An LMS is to the World Wide Web what a textbook is to a differntiated and constructivist learning environment.
  • it constrains student-regulated communication, creativity, and collaboration.
  • For Moodle to be a truly disruptive technology that advances best practices in education, it needs to be more open to the free exchange of information and ideas outside the school. More open to student participation.
  • How can we create windows in Moodle's walled gardens ?

Horst Bredekamp

  • Thesis from his peech at the conference “Herrenhausen Conference: '(Digital) Humanities Revisited – Challenges and Opportunities in the Digital Age'” by Volkswagenstiftung in Hannover, Germany ( 2013-12-05 - 2013-12-07 ):
    1. “Kritik am 'Präsentatismus des digitalen Zeitalters'” ( Criticism of the dominance of visual presentations in the digital age ).
    2. “Kritik am 'Digitalen Vergessen'”. ( Criticism of the digital neglecting ).
    3. “Rezeption ist nicht alles, das Objekt selber ist auch wichtig” ) ( There is something beyond reception. The object itself has power ).
  • Book Horst Bredekamp: "Darwins Korallen: Die frühen Evolutionsdiagramme und die Tradition der Naturgeschichte".

Vera Felicitas Birkenbihl

Common Core State Standards Initiative

Marius Ebert

Heinz Klippert

Concept "Learning Spiral"

  1. Preview phase ( listening to the instructions of the teacher ) - sometimes this phase is faded-out in Heinz Klippert's visualisation of the learning spiral.
  2. Input phase ( procedural and with regards to content ).
  3. Preparation phase ( reading a text,.. ).
  4. Coaching ( in groups with members chosen by accident ).
  5. Construction phase ( written / aural ).
  6. Presentation and reflection phase.
  7. Knowledge consolidation and transfer phase.

Concept "Components for self-contained Learning", an Application with Variations of the Concept "Learning Spiral"

  • Book Heinz Klippert: "Unterrichtsvorbereitung leicht gemacht: 80 Bausteine zur Förderung selbstständigen Lernens".
  • Verlagsgruppe BELTZ "Heinz Klippert".
  • Speech of Heinz Klippert on the Hannover CeBIT Fair 2012 “Unterrichtsvorbereitung leicht gemacht”, 2012-03-09.
  • In each of the 7 steps, the students perform a special learn activity ( “Eigenverantwortliches Arbeiten und Lernen ( EVA ) - konkret” ) in a special lesson format ( PI = “Plenum phase”, EA = “Self-assessment”, TA = “Tandem work”, GA = “Group work”, DK =“Double circle” ), which might be varied - so components for self-contained learning have a fixed structure, but the elements can and should be varied.
  • In general, a teaching unit should last 90 minutes ( double period ), not 45 minutes ( single period ), for successful teaching with this or even with any other concept.
  • As teacher, you should prefer to use the available material, instead of wasting much time for research for new material. Teachers should save time by avoiding time-intensive modification of available material.

Resources

Massive Open Online Course

MINT - Education for Basic School

Jöran Muuß-Merholz

OpenTechSchool - Self-organized On-Site Workshops with Coaching..

Paul Pimsleur

Roger's paradox about social Learning

Rosetta Stone TOTALe

Serious Play

Resources

Categories of Skill Level / Job Experience

1.Fresher / Junior, 2.Veteran / Regular, 3.Elite / Senior

T-Shaped Skills ( Broad Knowledge + One Field of Expertness ), I-Shaped Skills ( Innovation ), E-Shaped Skills ( Execution )

Translation to German

Resources

Qualification vs. Competence

Qualification for Education ( "Ausbildereignungsnachweis" )

Resources

Appropriate OpenDirectory Directory Pages

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