Pub Date : 2021-01-01DOI: 10.1007/978-3-658-32938-9_4
Bodo Möslein-Tröppner, W. Bernhard
{"title":"Praktische digitale Unterrichtsformen","authors":"Bodo Möslein-Tröppner, W. Bernhard","doi":"10.1007/978-3-658-32938-9_4","DOIUrl":"https://doi.org/10.1007/978-3-658-32938-9_4","url":null,"abstract":"","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74476693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-658-32938-9_1
Bodo Möslein-Tröppner, W. Bernhard
{"title":"Digital Learning – wie es sich entwickelt hat und was es ist","authors":"Bodo Möslein-Tröppner, W. Bernhard","doi":"10.1007/978-3-658-32938-9_1","DOIUrl":"https://doi.org/10.1007/978-3-658-32938-9_1","url":null,"abstract":"","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76457304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-4333-7.ch002
This chapter focuses on the Open Context Model of Learning, namely that of a Community Development Model of Learning. However, this sector-based model of learning emerged from research carried out in 2002 into how people learned in UK online centres, which were the first wholly digital learning environments, developed in the UK. This chapter goes beyond examining digitally enabled learning within a single context by asking, “How do people learn?” especially as the original research had started with the question “How do people learn in UK online centres?” The chapter also asks, “How do we model learning?” The education system itself has never “modelled learning” it offers content-based courses. The design of large-scale computerisation technology projects has been based on a systems analysis approach that includes the concept of “user-modelling.” The chapter shows how this can be done from the research conceptualisation of these processes from three perspectives: 1) learner (interest-driven learning), 2) learning location (lifecycles), 3) large-scale (context-responsive) system.
{"title":"Learner-Modelling","authors":"","doi":"10.4018/978-1-7998-4333-7.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-4333-7.ch002","url":null,"abstract":"This chapter focuses on the Open Context Model of Learning, namely that of a Community Development Model of Learning. However, this sector-based model of learning emerged from research carried out in 2002 into how people learned in UK online centres, which were the first wholly digital learning environments, developed in the UK. This chapter goes beyond examining digitally enabled learning within a single context by asking, “How do people learn?” especially as the original research had started with the question “How do people learn in UK online centres?” The chapter also asks, “How do we model learning?” The education system itself has never “modelled learning” it offers content-based courses. The design of large-scale computerisation technology projects has been based on a systems analysis approach that includes the concept of “user-modelling.” The chapter shows how this can be done from the research conceptualisation of these processes from three perspectives: 1) learner (interest-driven learning), 2) learning location (lifecycles), 3) large-scale (context-responsive) system.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78121236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-658-32938-9_3
Bodo Möslein-Tröppner, W. Bernhard
{"title":"Praktische Gestaltungsformen des Digital Learning","authors":"Bodo Möslein-Tröppner, W. Bernhard","doi":"10.1007/978-3-658-32938-9_3","DOIUrl":"https://doi.org/10.1007/978-3-658-32938-9_3","url":null,"abstract":"","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85250997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-4333-7.ch003
This chapter synthesises the earlier work on modelling learning and tries to create a design toolkit for anyone who wants to design for learning. However, the conceptual starting point for this chapter is the desire expressed in the EU Bologna Process to integrate “informal,” “non-formal,” and “formal” learning. The authors believe that the process the EU carried out, which led to the Horizon 2020 funding programme, was mistaken. The critical dimension of this lies in whether one examines these three dimensions of learning by starting with the existing formal structures of education or if one starts with the largely unexamined processes of learning. Education assumes that learning is an automatic by-product, an epiphenomenon, of the education system and so does not need to be defined separately. As has been seen in the chapters based on an ethnographic study of learning in digital environments and on learner-modelling (Chapters 1 and 2), learning has not been sufficiently discussed or described in much academic literature focused on education.
{"title":"The Emergent Learning Model","authors":"","doi":"10.4018/978-1-7998-4333-7.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-4333-7.ch003","url":null,"abstract":"This chapter synthesises the earlier work on modelling learning and tries to create a design toolkit for anyone who wants to design for learning. However, the conceptual starting point for this chapter is the desire expressed in the EU Bologna Process to integrate “informal,” “non-formal,” and “formal” learning. The authors believe that the process the EU carried out, which led to the Horizon 2020 funding programme, was mistaken. The critical dimension of this lies in whether one examines these three dimensions of learning by starting with the existing formal structures of education or if one starts with the largely unexamined processes of learning. Education assumes that learning is an automatic by-product, an epiphenomenon, of the education system and so does not need to be defined separately. As has been seen in the chapters based on an ethnographic study of learning in digital environments and on learner-modelling (Chapters 1 and 2), learning has not been sufficiently discussed or described in much academic literature focused on education.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91131358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-4333-7.ch007
Whereas EMFFE was a group of wise men and women reviewing possibilities in the use of extant learning technologies and then designing developmental frameworks to scaffold these possibilities, digital practitioner revealed already existing, transformational digital practice from a bottom-up perspective. Where national education policy is about providing standardised “solutions” to what the future looks like (i.e., around centralised learning management systems), “The Digital Practitioner” survey discovered changing practice on the ground and provided new concepts for describing this work. The critical discovery was that of the use of “personal” technologies (rather than business or “learning” technologies) driving change in learning. The digital practitioner emerges as a craft professional who uses their personal curiosity to redesign learning delivery. This is best described as co-creating artfully crafted, student-centred, learning experiences. This chapter describes the digital craft professional of the future, nascent now.
{"title":"The Digital Practitioner","authors":"","doi":"10.4018/978-1-7998-4333-7.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-4333-7.ch007","url":null,"abstract":"Whereas EMFFE was a group of wise men and women reviewing possibilities in the use of extant learning technologies and then designing developmental frameworks to scaffold these possibilities, digital practitioner revealed already existing, transformational digital practice from a bottom-up perspective. Where national education policy is about providing standardised “solutions” to what the future looks like (i.e., around centralised learning management systems), “The Digital Practitioner” survey discovered changing practice on the ground and provided new concepts for describing this work. The critical discovery was that of the use of “personal” technologies (rather than business or “learning” technologies) driving change in learning. The digital practitioner emerges as a craft professional who uses their personal curiosity to redesign learning delivery. This is best described as co-creating artfully crafted, student-centred, learning experiences. This chapter describes the digital craft professional of the future, nascent now.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77530324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-4333-7.ch001
Various digital technologies, the internet, the web, information appliances, smart phones, and particularly, Web 2.0 enable us to review and interrogate how technologies, business, social, personal, and learning technologies can help reconfigure the organisational infrastructure of learning to better align with how human beings learn about the world around us and ourselves. Hazel Henderson said, “Technology is the essence of politics,” but perhaps “Technology is the essence of education,” which for 1000 years has been based on a content-scarcity model of resources and focused on a content-delivery model of learning to an elite who will benefit from access to these scarce resources, themselves based on a subject-based taxonomy that took root in the 19th century and has dominated the design of 20th and 21st century educational institutions. The Open Context Model of Learning argues that we need new models of teaching and learning (obuchenie) built around the PAH continuum of pedagogy, andragogy, and heutagogy and an underpinning belief in the co-creation of learning and education between “teachers” and “learners.”
{"title":"The Open Context Model of Learning","authors":"","doi":"10.4018/978-1-7998-4333-7.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-4333-7.ch001","url":null,"abstract":"Various digital technologies, the internet, the web, information appliances, smart phones, and particularly, Web 2.0 enable us to review and interrogate how technologies, business, social, personal, and learning technologies can help reconfigure the organisational infrastructure of learning to better align with how human beings learn about the world around us and ourselves. Hazel Henderson said, “Technology is the essence of politics,” but perhaps “Technology is the essence of education,” which for 1000 years has been based on a content-scarcity model of resources and focused on a content-delivery model of learning to an elite who will benefit from access to these scarce resources, themselves based on a subject-based taxonomy that took root in the 19th century and has dominated the design of 20th and 21st century educational institutions. The Open Context Model of Learning argues that we need new models of teaching and learning (obuchenie) built around the PAH continuum of pedagogy, andragogy, and heutagogy and an underpinning belief in the co-creation of learning and education between “teachers” and “learners.”","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87346659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-4333-7.ch006
Digital learning practice using ubiquitous personal technologies can lead to teachers using their craft professionalism to create artfully-crafted, student-centered, learning experiences. Supportive and progressive organisational architectures of participation reveal adaptive institutions working across collaborative networks. The question now is what might adaptive institutions look like if they have been subjected to transformational processes, rather than just “e-enabling” the traditional practice of content delivery within the existing classical subject taxonomies? MOOCs seem to be a continuation of a learning catered for content through delivery; they are not a new paradigm, despite their promotion in this way by universities and the technology companies selling their platforms. In order to look at what transformation rather than e-enabling might look like, the authors review their framing ideas with long-run historical views of education, learning, knowledge, and institutions with a process called “before and after.”
{"title":"Before and After MOOCs, Before and After Institutions","authors":"","doi":"10.4018/978-1-7998-4333-7.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-4333-7.ch006","url":null,"abstract":"Digital learning practice using ubiquitous personal technologies can lead to teachers using their craft professionalism to create artfully-crafted, student-centered, learning experiences. Supportive and progressive organisational architectures of participation reveal adaptive institutions working across collaborative networks. The question now is what might adaptive institutions look like if they have been subjected to transformational processes, rather than just “e-enabling” the traditional practice of content delivery within the existing classical subject taxonomies? MOOCs seem to be a continuation of a learning catered for content through delivery; they are not a new paradigm, despite their promotion in this way by universities and the technology companies selling their platforms. In order to look at what transformation rather than e-enabling might look like, the authors review their framing ideas with long-run historical views of education, learning, knowledge, and institutions with a process called “before and after.”","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76347949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-4333-7.ch004
This chapter starts with Tim O'Reilly, but some of the tensions in the authors' use of his Web 2.0 meme map will pull the reader away from O'Reilly's business focus into their world of communities of engagement and learner autonomy. O'Reilly focuses on the commercial possibilities of Web 2.0 in his work, whereas the authors' interest is focused on a much wider concern with ideas such as Lave and Wenger's “communities of practice” and their later work on ways of using technology in online communities, especially the role of “technology steward,” helping those communities to make good use of technology for their social and educational purposes. An organisational architecture of participation is described as being “adaptive institutions working across collaborative networks.”
本章从Tim O' reilly开始，但是作者在使用他的Web 2.0模因图时的一些紧张将把读者从O' reilly的业务焦点拉到他们的社区参与和学习者自主的世界。O' reilly在他的作品中关注Web 2.0的商业可能性，而作者的兴趣则集中在更广泛的思想上，比如Lave和Wenger的“实践社区”，以及他们后来在在线社区中使用技术的方法，特别是“技术管家”的角色，帮助这些社区更好地利用技术来实现他们的社会和教育目的。参与的组织架构被描述为“跨协作网络工作的适应性机构”。
{"title":"The Organisational Architecture of Participation","authors":"","doi":"10.4018/978-1-7998-4333-7.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-4333-7.ch004","url":null,"abstract":"This chapter starts with Tim O'Reilly, but some of the tensions in the authors' use of his Web 2.0 meme map will pull the reader away from O'Reilly's business focus into their world of communities of engagement and learner autonomy. O'Reilly focuses on the commercial possibilities of Web 2.0 in his work, whereas the authors' interest is focused on a much wider concern with ideas such as Lave and Wenger's “communities of practice” and their later work on ways of using technology in online communities, especially the role of “technology steward,” helping those communities to make good use of technology for their social and educational purposes. An organisational architecture of participation is described as being “adaptive institutions working across collaborative networks.”","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77047349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-30DOI: 10.1142/9789811226830_fmatter
R. Plamondon, Angelo Marcelli, M. Ferrer
{"title":"FRONT MATTER","authors":"R. Plamondon, Angelo Marcelli, M. Ferrer","doi":"10.1142/9789811226830_fmatter","DOIUrl":"https://doi.org/10.1142/9789811226830_fmatter","url":null,"abstract":"","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83757994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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