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  1. 1. 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
  2. 2. 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”
  3. 3. Key points • Changing life • Technology • Learning Contexts • Case
  4. 4. Learning Agenda • Learning about • Learning to be - different
  5. 5. Technology
  6. 6. Hype Cycle
  7. 7. Definitions: • E-learning is the the acquisition, sharing and development of knowledge which is mediated or partly mediated through digital media
  8. 8. The Learning Scene
  9. 9. 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?
  10. 10. 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)
  11. 11. 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
  12. 12. Different Learning Contexts • Different areas and forms of practice • Make rules,values & criteria for evaluation explicit • Context markers • Make the context readable
  13. 13. Our Learning - The Outcome - Different Technologies?
  14. 14. - And what do I mean by Technology • Reduction of complexity, structural couplings between systems – Performance Technologies – Biographic Technologies
  15. 15. Performance Technologies: • Logic of Rationality • Industrial Paradigm
  16. 16. 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
  17. 17. Performance Technologies: • The effort to establish predictability generates predictability • ..including predictable pupils/learners • Doing the things right or doing the right things
  18. 18. Biographic Technologies • Post Industrial • Inclusion through exclusion • The Subject(s)as criteria for assessment • Hyper-reflexity
  19. 19. 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)
  20. 20. 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
  21. 21. 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
  22. 22. 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
  23. 23. Contexts and Learning • Context - No Learning without contexts • Context markers • Articulation - og negotiating meaning • More Fellini and Less DeMille
  24. 24. 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
  25. 25. 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
  26. 26. The Difficult Balance • The need for structure and scaffolding versus the need for autonomy • Collaboration vs. the Division of Labour
  27. 27. 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
  28. 28. 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.
  29. 29. 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
  30. 30. 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
  31. 31. A new Culture Competence Organisation Before The Same Apart Now The Unique Together