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Offentliggjort afFreja Skaarup Redigeret for ca. et år siden
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Inspiration og fokusering
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2 Disposition E-læringsgenerationerne Helhedsmodel Eksempler på e-læringsteknologier Det virtuelle gymnasium
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3 E-læring? Læring der støttes af ikt BVirtuelle rum BIkt i fysiske rum BTidslig og rumlig fleksibilitet
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4 Steps towards design principles Design – a complex task BLearner BTeacher BManager BLearning BTeaching BWork BGoals BContent BAssessment
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5 Steps towards design principles Learning in the workplace The workplace as domain for learing ICT for learning in the workplace Integration and alignment of learning, domain and ICT
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6 Learning in the workplace Learning as cognition BAppropriately sized and shaped chunks of information accommodating different learning styles Learning as construction BBuilding blocks and scaffold Learning as participation in co- construction BInfrastructure for collaboration
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7 Learning in the workplace Taxonomies: Learning & competencies – a diverse landscape B Bloom: Know, comprehend, apply, analyse, synthesise, evaluate BSalmon – 5 stage framework: Access/motivation, socialization, information exchange, knowledge construction, development BIrish framework of qualifications Consider theoretical/methodological taxonomies and follow formal taxonomies when formulating learning goals and activities Do not confuse level of level of learning, level in the educational system and pedagogy…
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8 Domain – workplace learning Space for work – place for learning Space is the opportunity; place is the understood reality (Harrison and Dourish, 1996) Integration of work and learning in BIndividual and organisational practice BIndividual and organisational planning BIndividual and organisational strategy
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9 ICT for learning in the workplace ICT for collaboration between learners ICT for communication between learner and teacher ICT for production and distribution of learning materials Social software
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10 Technology for learning in the workplace The ICT for workplace learning must fit work context and culture – including ICT in use Boundary objects for learning BMediates between intersecting practices – e.g. work and learning or Infrastructures for learning BOccurs when the tension between local and global is resolved
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11 Fremherskende teknologiLæringsparadigme 1960’erneComputer-baseret træningProgrammeret undervisning, Skinner (fx. Skinner 1968) 1970’erneIntelligente tutoring systemerProgrammeret undervisning, Skinner (fx. Skinner 1968) – større målretning med den enkelte elev. 1980’erneMikroverdenerKonstruktivistisk. Udgangspunkt i fx. Brunner og Piaget. Papert fremtrædende 1990’erneKonferencesystemer(Social-)konstruktivistisk. 2000 -Virtuelle fleksible distribuerede netbaserede læringsmiljøer (Social-)konstruktivistisk.
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12 Computerbaseret træning
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13 Mikroverdener
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14 Konferencesystemer
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15 Virtuelle fleksible distribuerede netbaserede læringsmiljøer
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16 Helhedsmodellen
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17 Helhedsmodellen Relationer frem for faste modeller
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18 Sammenfatning
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