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Symposium Tromsø 2011

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Symposium Tromsø 2011

  1. 1. Net didactics”New technology – newpossibilities and newchallenges?” Developingnetworks in teachereducation and research, August 22-23, 2011<br />Associate professor Mariann Solberg, U-vett <br />
  2. 2. What is ”New technology”?<br />Dependsonus as teacherswhat to is to count as newtechnology in education. For someofus: <br /><ul><li>More recent: Podcast, Web 2.0, e-books and mobiles
  3. 3. Last fifteenyears: LMS, streamingoflectures, multimedia, video conferences, web conferences</li></ul>I willtakenew and not so newtechnologyintoconsideration, but my focuswill not be onthetechnology as such<br />03.09.2011<br />2<br />
  4. 4. What is ”Net didactics”?<br />Is there such a thingas „Net didactics“? <br /><ul><li>in general – out ofthecontextof a specificsubject?
  5. 5. assomething different fromdidactics on campus? </li></ul>„Didactics“: „planning, producingandevaluatingteachingandlearning“ (Hiim & Hippe 2006) <br />03.09.2011<br />3<br />
  6. 6. Whenwewanttodevelop a newstudyforthenet: 3 questionstobeasked<br />Whatisitthatwestrivefor in termsoflearningoutcomes (knowledge, competence, attitudes, skills) in thestudent?<br />Whataretheappropriateteachingandlearningmethodstoreachthegoals? Whatkindsofactivitiesdoesthestudentneedtoperform in order toreachthegoals? (NB: Methodsforassessment)<br />Whichtechnologiesandmedia do weneedtoapply in order toreachthegoals? <br />03.09.2011<br />4<br />
  7. 7. Preconditonsfor e-learning<br /><ul><li>Academicadministrationand administrativefacilitation
  8. 8. Content
  9. 9. Character & </li></ul>traditionsofsubject<br />Subject<br />Admini-stration<br />Technology<br />Pedagogy<br /><ul><li>Technology
  10. 10. Media
  11. 11. Pedagogic ogdidacticcompetence</li></li></ul><li>Didacticalpreconditionsfor e-learning<br />Subject: Goal, Content, Traditions<br />Teacherpreconditions (including „netdidacticalcompetence“, digital competence, academicintegrity)<br />Student preconditions<br />Methodsofteaching & learning<br />ICT andmedia<br />Assessment<br />(An adjustedversionofthedidacticalrelationshipmodel, originally from Bjørndal & Lieberg 1978, adopted from Hiim & Hippe 2006.) <br />03.09.2011<br />6<br />
  12. 12. Preconditions for choiceoftools in e-learning<br />Goals for teaching / learning<br />Character and traditionsofsubject<br />Content<br />Methodsofteaching and learning<br />Factorsofframework:<br /><ul><li>Time
  13. 13. Technical infrastructure
  14. 14. Teacherpreconditions
  15. 15. Student preconditions
  16. 16. Purely online study or blendedlearning</li></ul>03.09.2011<br />U-vett <br />7<br />
  17. 17. More commonmethodsoflearning in netbased studies<br />Individualwork – self-study<br /><ul><li>Read, seelectures, analyze, write, respond to tasks, take tests</li></ul>Cooperate / collaborate<br /><ul><li>Writetogether, discuss in forum, chat, meet in web conference or video conference (widevarietyof forms ofcollaboration)</li></ul>Communicatewithteacher<br /><ul><li>Practically and academically</li></ul>03.09.2011<br />U-vett <br />8<br />
  18. 18. What is thatwewant students to do whentheye-learn? <br />Be activethroughoutthewholeperiodofstudy<br />Cooperate / collaborateacademically<br />Sharetheirexperiences and thoughtswitheachother<br />Activelyseektheteachersadvice<br />Analyze<br />Reflect<br />Create<br /><ul><li>In order to:</li></ul>Acquiretheexpectedknowledge, competence & skills<br />03.09.2011<br />9<br />
  19. 19. Howcantheteacherfacilitatehighqualitye-learning? MAKVIS(E)<br />Motivation (Motivasjon)<br />Activity (Aktivitet)<br />Specification (Konkretisering)<br />Variation (Variasjon)<br />Individualization (Individualisering) <br />Cooperation (Samarbeid)<br />Evaluation (Evaluering)<br />03.09.2011<br />10<br />
  20. 20. What is differentonthenet? <br />The teacher as facilitator & supervisor ratherthanlecturer<br />The students’ socialneedsshould be part ofthe plan <br />The students’ possibilities to identifywiththesubject<br />Can be a harderjob to motivatethe students <br />The teacher must carefullythinkthrough, plan and inform: <br /><ul><li>information, messages og communication
  21. 21. response and formative assessment
  22. 22. time, scope and breaks
  23. 23. controlled progress or student’sownchoice?
  24. 24. The teacher must find or produce digital learningresources</li></ul>03.09.2011<br />U-vett <br />11<br />
  25. 25. What is thedifferencebetweeneducation at a university as compared to othereducationalinstitutions?<br />Pleasediscuss <br />03.09.2011<br />12<br />
  26. 26. What is ”danning” (Bildung)? <br />A normative concept – canhardly be neutral<br />An egalitarianconceptof ”danning”? <br />A state or a process? <br />Adaptation or criticalthinking? <br />The potential for liberationthrough ”danning”<br />Ethicalaspects<br />Existentialaspects<br />A basicconceptofpedagogy<br />03.09.2011<br />13<br />
  27. 27. What is academic ”danning” ?<br />A wayofapproachingsubject matter and authorities – criticalthinking<br />Personallyacquiredinsight – ethically & existentially<br />Norwegianacademic ”danning” – traditionallycharacterized by:<br /><ul><li>Research culture
  28. 28. Research-basedteaching and learning as characteristicofuniversities</li></ul>Socialization to self-thinking – a paradox? <br />Withoutacademicknowledge – noacademic ”danning”<br />03.09.2011<br />14<br />
  29. 29. Characteristicsofacademic”danning”<br />Academicknowledge<br />Analytical skills<br />Criticalthinking – theability to problematize<br />Humility – self-criticalattitude<br />Independence<br />Integrity<br />The ability to connect and contextualize<br />Creativity<br />Personallyaquiredknowledge – maturity<br />Yourownvoicedeveloped – autonomy<br />03.09.2011<br />15<br />
  30. 30. What is it to be academically ”udannet” (uneducated)?<br />Uncriticalaquirementofknowledge?<br />Lackofacademicintegrity?<br />Unethicalconduct? <br />Instrumental understandingofknowledge? <br />Narrow and dicipline-centeredexpertknowledge?<br />Superficialaquirementofthesubject matter?<br />Reproducingapproach to thesubject matter? <br />Cocksureness? <br />03.09.2011<br />16<br />
  31. 31. Connectionbetweenteachingmethods and ”dannelse”?<br />Students must be have theopportunity to practice: <br /><ul><li>Thinkwith
  32. 32. Thinkagainst
  33. 33. Think for yourself</li></ul>Self-thinking – to tryone’sownvoicetogetherwithothers – learningaboutinadequacies in one’sown arguments – makes for personal appropriation<br />Error as a precondition for ”danning” <br />Scientific knowledgecannot be acquired from thespectatorsseat<br />03.09.2011<br />17<br />
  34. 34. Questions<br />Howcanwefacilitatethe students processtowardsacademic ”danning” in general?<br /><ul><li>In netbased studies in specific?
  35. 35. In teachereducation? </li></ul>Howimportant is it to facilitatethedevelopmentofthekindsofpropertiesthatwerelate to ”danning” in teacher students?<br />Howcanweteachtheteacher students waysoffacilitating ”danning” in general to schoolchildren? <br />03.09.2011<br />18<br />
  36. 36. New (and not so new) technology - New possibilities as concerndidactics?<br />Online studies & blendedlearning:<br /><ul><li>Variation in media, learningresouces and methods – canaccommodatevariouslearningstylesbetter
  37. 37. More independent of time and place
  38. 38. Online studies:
  39. 39. Students seem to achieve as good – and better – grades. Equalization – fewer in thelowestlayers. (Not enoughknowledgeaboutwhy; age, motivation, more monitoredwork, more work?)
  40. 40. Student’spossibility to workontheir studies whenever and whereevertheyfeel like it</li></ul>03.09.2011<br />19<br />
  41. 41. New (and not so new) technology - New challenges as concerndidactics?<br />Online studies:<br /><ul><li>Bewareoftoomuchwriting! (student)
  42. 42. Bewareoftoomuchworkonpractitalities! (teacher)
  43. 43. Harder to achieveautonomy & academicBildung? (st)
  44. 44. Harder to acquireacademic and subject-specificculture? (st)
  45. 45. Need for predictability, mandatorytasks and structure (st)
  46. 46. How to buildcommunityfeelingamong students? (teacher)
  47. 47. How to achievethe felt presenceoftheacademicauthority?
  48. 48. Blendedlearning:
  49. 49. Hard to findseriouschallenges? </li></ul>03.09.2011<br />20<br />
  50. 50. Literature<br />Hiim, Hilde and Else Hippe: Læring gjennom opplevelse, forståelse og handling. En studiebok i didaktikk. Oslo: Gyldendal akademisk, 2006.<br />Dannelsesutvalget (2009): Kunnskap og dannelse foran et nytt århundre. Innstilling fra Dannelsesutvalget for høyere utdanning, UiO, UiB, HiB. www.uib.no/filearchive/innstilling-dannelsesutvalget.pdf<br />Kant, Immanuel: “An Answer to the Question: What is Enlightenment?” (1784) in Pauline Kleingeld (red): Immanuel Kant. Toward Perpetual Peace and Other Writings on Politics, Peace, and History.New Haven and London: Yale University Press, 2006.<br />Solberg, Mariann: “Educating the Citizen of Academia Online?”. International Review of Research in Open and Distance Learning 2011 ;Volum 12. (4) pp. 77-87<br />03.09.2011<br />21<br />
  51. 51. Thankyou for yourattention!<br />Associate professor Mariann Solberg<br />Centre for flexibleeducation, University of Tromsø<br />9012 Tromsø <br />Norway<br />E-mail: mariann.solberg@uit.no<br />Homepage: http://bit.ly/bu7LUI<br />Twitter: http://twitter.com/msolberg<br />03.09.2011<br />22<br />

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