Inspiration og fokusering

2 Disposition E-læringsgenerationerne Helhedsmodel Eksempler på e-læringsteknologier Det virtuelle gymnasium

3 E-læring? Læring der støttes af ikt BVirtuelle rum BIkt i fysiske rum BTidslig og rumlig fleksibilitet

4 Steps towards design principles Design – a complex task BLearner BTeacher BManager BLearning BTeaching BWork BGoals BContent BAssessment

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

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

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…

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

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

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

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 Virtuelle fleksible distribuerede netbaserede læringsmiljøer (Social-)konstruktivistisk.

12 Computerbaseret træning

13 Mikroverdener

14 Konferencesystemer

15 Virtuelle fleksible distribuerede netbaserede læringsmiljøer

16 Helhedsmodellen

17 Helhedsmodellen Relationer frem for faste modeller

18 Sammenfatning