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Learning takes place everywhere and in different contexts, not only in a classroom.
Learners are the organisers, participation not acquistion.
Learning takes place lifelong, is multiepisodic and not bound to institutions.
Learning takes place in communities (of practice): Learners join communities.
Informal & non-formal
Much learning takes place informal, non-formal, at home, at workplace and in spare time, not teacher- and institution oriented.
Changing Faces of E-Learning From Distribution… … to Collaboration and Reflection Transmissive Learning Expansive Learning Broadcasting Learning E-Learning 1.0 E-Learning 2.0 Technology = Islands Technology = Gates Learning Management Systems Materials online Presentation Information E-Portfolios Weblogs Communication Collaboration WiKis Communities
Two E-Learning Worlds Standard Content Individual Learning Learning Community No fixed Content/ Curriculum Students are learning with pre-formed knowledge Students work together in (knowledge) communities (Schulmeister 2005)
LMS = costly Data graves Real life plays next door Internet is the Content (self generating, updating) Value of learning = not content but reflective practice Rip, mix & learn (Richardson 2005) instead preformed course materials LMS 2.0 = PLEs = E-Portfolios, Blogs, etc. “ Walled Gardens” E-Learning 1.0 E-Learning 2.0
Informal Learning Formalisation of informal Learning informalisation of formal learning
Quality development: evaluation & certifictaion of content, processes, programs, institutions Qualitäty management: organisational proceedures and indicators for their quality Quality assurance: analyses if a certain level of quality is met Quality control: looks for errors, mistakes Learning not in formal institutional education but informal and outside organisations Who is determining the quality? No pre-defined learning content Learning processes highly heterogenous What can be evaluated? With which methods? Quality 1.0 E-Learning 2.0
Quality development 1.0 2.0
Quality for E-Learning 2.0 is not primarily an assessment against standards but is
a methodology to enable learners to deepen understanding,
and to improve their learning processes
self-reflection, self-assessment, peer-evaluation
Where is quality in… Participation processes Acquisition processes Social networks / Communities of Practice (CoP) Multimedia (Interactivity) Interaction Tutor availability Communication Course structure Learning diaries/e-portfolios Curricula User Created Content Content Personal Learning Environment Learning platform Quality assessed through learners and peers Quality assessed through experts E-Learning 2.0? E-Learning 1.0?
Let others speak…!
Quality is more than assessment against standards (Harvey & Green 2000: 36).
Quality is a relative term which can only be defined in participation of different interest groups (Posch & Altrichter 1997: 28)
Quality is not an observable characteristic of a learning process but rather the result of an assessment process thus socially constructed (Heid 2000: 41).
Quality in education can not be understood as a general classification of good schools, programs or learning scenarios but is a result of a transparent negotiation process of Values, Needs, Requirements, Results (vgl. auch Ditton 2000: 73).
Quality development means to define the criteria, values and INterests of those stakeholders involved in learning as clear as possible and base the quality judgement on them (Posch & Altrichter 1997: 130)
E-Learning 2.0 – Quality 2.0: Not a new generation of quality methodology but changing functions and roles
From acquisition & reception to participation & negotiation: A new metaphor for learning
From control to culture & reflection: Not conformity but reflection
From inspection to inspiration: Towards quality as innovation
From product & process to competence & performance
From consumer to (co-)producer of learning: Focus on artefacts and processes