Upcoming SlideShare
Loading in...5




Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

Maricom Maricom Presentation Transcript

  • E-learning? Niels Henrik Helms, Knowledge Lab, University of Southern Denmark The Un-official PPT for the Setting of Expectations and the Dissemination of Information concerning Learning and Technology
  • Learning a If the key to survival in the knowledge era is to learn a living by integrating work and learning, then we must understand the relationship between education, work and technology. Robert K. Logan, “The Sixth Language: Learning a Living in the Internet Age”
  • Key points • Changing life • Technology • Learning Contexts • Case
  • Learning Agenda • Learning about • Learning to be - different
  • Technology
  • Hype Cycle
  • Definitions: • E-learning is the the acquisition, sharing and development of knowledge which is mediated or partly mediated through digital media
  • The Learning Scene
  • Context is key • We need to develop a deeper understanding of how multiple understandings of (the same) context may be used for learning: • How do we cater for the re-configuration of the productive environment to an environment devoted to truly interactive, often mobile, informal learning? • What happens with our environment when we add a digital layer allowing us to manipulate it; what are the learning potentials and what does it require?
  • Context is key 2 • It becomes obvious that context is not a stable, given form but one that is “continually constructed through negotiation between communicating partners (including humans and interactive technology) and the interplay of activities and artefacts” (Syvänen et al. (2005) ). • “context and activity are mutually constituent” (Dourish: 28)(ba)
  • Learning Landscape The Learning is a design which affords a sudden interplay or context.. which again potentially generates a re-configuration of the learning landscape
  • Different Learning Contexts • Different areas and forms of practice • Make rules,values & criteria for evaluation explicit • Context markers • Make the context readable
  • Our Learning - The Outcome - Different Technologies?
  • - And what do I mean by Technology • Reduction of complexity, structural couplings between systems – Performance Technologies – Biographic Technologies
  • Performance Technologies: • Logic of Rationality • Industrial Paradigm
  • Performance Technologies: • From plurality to synonymity • Methodology well grounded - Easy to compare • Rutinized • Excluding themes, happenings, learning outside the given methodology • Top-Down • Context, complexity and conditions disappear • Negative constitutive effects • From Output/Process to Input-Output
  • Performance Technologies: • The effort to establish predictability generates predictability • ..including predictable pupils/learners • Doing the things right or doing the right things
  • Biographic Technologies • Post Industrial • Inclusion through exclusion • The Subject(s)as criteria for assessment • Hyper-reflexity
  • The Reflection Business • Different kinds of reflection • The theoretical reflection - ”The souls reflection with itself” - self- objectivitation? • Measuring everything - plan-act- reflect??? • Reflection as a complex of thoughts, emotions and fantasy • Does the portfolio bcome a kind of modern performance technology (from extrinsic to intrinsic)
  • The Character of Competence • Competence is not predictable and separated from actor, situation and context • But it is neither a subjective construction - it is a construction where the reflection and the action transforms the the observed • We can’t say what competence is - we can say something about what we can say about competence
  • Emplotment • Learning is not mathematics where the outcome /the result is equal to input and conditions • It should rather be seen as an understandable configuration of relations where we through a narrative structure generates meaning and understanding • This understanding also shows that it is our self who constructs order through action and reflection - rather than seeing competence as something hidden
  • w. Ricour • An understandable configuration of relations • Sequences vs.. configurations • Genre • This very construction is then of cause conditioned - it is not an epic construction
  • Contexts and Learning • Context - No Learning without contexts • Context markers • Articulation - og negotiating meaning • More Fellini and Less DeMille
  • The Technology • New Technolgies changes the way we learn? - A Challenge to Education - the relation between consumer and producer • Producer - Consumer ? • Knowledge - • Producer - Distributor - Consumer
  • Technology and how Knowledge takes Place Explicite Knowledge Instructivistic Distributive design Technologies Knowledge as process Collaborative design Social Technologies Emerging Knowledge Explorative Learning: ”New” Technologies Experiments - Knowledge Sharing - Feed Back from Peers(P to P) Authentic and Utility - Consumers and producers are interacting and coverging - for the expert and the novice
  • The Difficult Balance • The need for structure and scaffolding versus the need for autonomy • Collaboration vs. the Division of Labour
  • Wishful thinking? • And if this Context is generated with the help of pervasive technologies - We could then ask? • Adaptation or declaration • A call for technologies which allows for and enables dialogue
  • This again re-actualizes the discussion what learning • Should they be a kind of incubators and simulations of the life and work life learners should participate in? • Or should they offer the potentials of a different context, which offers a culture of friendly estrangement where learners have the potentials of knowing about themselves and the world they are part of by creating the difference, which make reflection and insight possible.
  • Learning to be • Learning just in time and just for me? • The potentials in: – Co-production – Experiments – Knowledge dissemination – Feedback (peer to peer) – Being authentic
  • The Balance • The autonomy of the learner and the need for support and scaffolding • Teamwork among teachers/ educational staff and the need for division of labor building on core competencies
  • A new Culture Competence Organisation Before The Same Apart Now The Unique Together