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Sustaining student participation Åke Bjørke. E-course designer /convenor UNU/GVU Asst professor Agder University College. Recap. 1. generation: Correspondence-course. 2. generation: Electronic correspondence-school. Communication student-machine. - PowerPoint PPT Presentation
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Sustaining student participationÅke Bjørke
E-course designer /convenor UNU/GVU
Asst professorAgder University College
Recap
1. generation: Correspondence-course
2. generation: Electronic correspondence-school.
Communication student-machine
3. generation: Interactive, PBDL, CSCL, ”dual-mode” , many – many communication
Community of practice in a good learning environment
The GVU student and tutor part of global network of practitioners
The GVU partner network
The virtual classroom
A virtual classroom
• Online
• Global
• With collaborating peers
• Tutor(s)
• Learning resources
• Dynamic and flexible learning for change
Does it work?
Theories are fine
• But does it work?
• How about quality?
• The good dialogue – is it really there?
• Won’t they drop out after some time?
Experience from:
Kenyatta university
KNUST- Ghana
Student of current online tutor-course:
”I am getting nostalgic already. How do we maintain contact after the course?”
”When will phase 2 of the course start?””When will this course, phase 1, run again? I
have many in my office that have shown interest.”
Olubodun Olufemi, Accra, Nigeria, 4 May 2006
Strategies for efficient and enjoyable learning motivating for
LLL
Different types of knowledge
Aristotle:
• Episteme (To know. Empirical, intellectual, declarative)
• Techne (To do. Technical skills)
• Fronesis(Wisdom: understand situation at hand and decide appropriate action + ability to implement)
The textbook
May still be there – but what comes in addition in order to make a good study?
High quality learning situation;”Productive interaction”:
• 1. Active engagement
• 2. Frequent teamwork
• 3. Regular interaction and feedback
• 4. Contextualisation of activities: Basis in realistic and motivating tasks
• 5. Application of information to solve a problem
• 6. Dynamic and adapted for change
• 7. Learning as social activity
Collective problem solving
• Precondition to solve most problems within science and within complex knowledge production.
Closed and open working methods
• Closed: study existing (”static”)knowledge• The student must learn existing knowledge
andfit this knowlegde into personal knowledge and experience.
• Open: develop new knowledge (”dynamic”)• Challenge:
Find balance between closed and open studies
Create Meta-learning environment :
• Helps beginning scholars “learn how to learn” with the new media.
• Provides students with information on the structure of the course and pacing information
• Focus on how to use new media to achieve learning objectives
• Provide active support for new learning processes
Points for discussion– Choice of content:
authority vs. autonomy. Predetermined content only may be seen as authoritarianism and imposition of frameworks inappropriate for local and individual cultures.
– Individual choice encourages independence, learner activity, gives room for own understanding and needs.
– How use the students’ own experience at least to some extent!
Points for discussion– Do activities suit students?
Access and flexibility. Independent and flexible studies sine qua non for online learning. However, total independence not feasible in longer studies.
– Pacing. Freedom & autonomy vs. interaction, collaboration and completion of course in reasonable time.
– How to build a good learning environment? How do we create something in cyberspacethat can replace the function of a campus and physical peers in real time?
The learner’s needs, choices, interaction with, and learning; at the center for flexible, LLL, to obtain knowledge, skills and attitudes needed
Learner-centred education
The GVU courseFour main elements:• A course description with 27 points giving a standard
framework• A Study Guide with aims, measurable objectives,
learning outcomes, tasks, activities, workload estimate and pacing, reflections, evaluations, grading system
• Learning Resources, e.g.: books, articles, self-instructional courses, video-taped lectures, websites, online library, learning objects such as graphics, animations, videos
• Access to LMS with student support: tutors, peers, access to professors.Student support system level may vary according to needs and financial resources.
A system for maintaining interest:
Using various ”learning tools” for a good learning environment, from individual learning to....
... collaboration in CoPs need detailed planning and design
Visions for future e-learning
• Accepted as a natural part of education, across borders
• May open for ’Blended solutions: combination of e-learning and f-2-f education– Development of e-pedagogy
• National and international networks– for exchange and virtual mobility of students
and staff, expertise and material– Sufficient understanding and economy for
necessary support and guidance
In focus:
Globalised, open,
flexible,
lifelong learning
in international networks