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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
author: Eric Kluijfhout, [email protected]
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit
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Distance learning and the role of ICT
For the Institute for Community Participation, Bethlehem University
by Eric Kluijfhout
Outline
• Generations in distance teaching
• Promises and the state-of-the-art
• E-learning in relation to ‘traditional’ teaching
• Analytical framework
Generations in distance teaching
• First generation: Correspondence courses
• Second generation: Broadcasting systems
• Third generation: Multi-media systems
• Fourth generation: On-line learning
• Fifth generation (?): Ubiquitous learning
• Sixth generation (?): Personalised integrated competence management
Are we talking about the same thing?
Learning with multi-media
Computer-based learning
On-line learning
Educational functions and e-tools
• Select content• Develop content• Present content• Communicate• Practice• Cooperate• Test• Manage/Admin
• Text editing
• Audio editing
• Video editing
• Slide editing
• Web-site
• Weblog
• Wiki
• Chat
• Whiteboard
• Forum
• Audio-conferencing
• Videoconferencing
• Groupwork tools
• Learning Management System
E-learning’s promises
• For the student:– Independent of time and place– Just-in-time– Personalised
• For the lecturer– Concentrate on tutoring instead of teaching– More effective and professionally rewarding
• For the institution– Provide more efficient and effective learning services– Reach new audiences and markets
Some e-learning lessons• For the student:
– Independent of time and place: not necessarily web-based; limits interaction-options
– Just-in-time: hard to realise, expensive– Personalised: hard to realise, expensive
• For the lecturer– Tutoring instead of teaching: difficult role change– More effective and professionally rewarding: miss
interpersonal communication, status
• For the institution– More efficient and effective learning services: no proof– Reach new audiences and markets: difficult for traditional
educational institutions (culture)
Strategic aims of e-learning
• To replace (part of) traditional teaching and learning: substitution
• To change (part of) traditional teaching and learning: innovation
• To radically change the core business and its supporting organization: transformation
E-learning’s relation to ‘traditional’ teaching
• In addition and parallel to traditional means of teaching and learning: extended classroom
• To replace part of the traditional curriculum and teaching setting: blended learning
• Completely time and place independent : distributed learning
Possible e-learning approaches
Extended
classroom
Blended
learning
Distributed
learning
Substitution
Innovation
Transforma-tion
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
Three dimensions of e-learning
E-learning
pedagogical
technolo-gical
organisa-tional
Three levels to consider in e-learning
Teaching & learning process(micro-level)
Institution/organisation(mezzo level)
Society(macro-level)
Analysis and design framework
Level
Dimension
micro mezzo macro
pedagogical
technological
organizational