Presentation for the Leacom Conference

1. LEARNING
COMMUNITIES
From education to learning...
Ulf-Daniel Ehlers
Duale Hochschule Baden-Württemberg
LEACOMM // 19 – February – 2016

3. Strong Ties
Weak Ties

4. ?
Question  Network  Community  Reflection Network

5. experiment
& explore
networking,
build clusters,
develop projects
experiment,
practice,
work
conceptualisation
through reflection &
peer-learning
Presentation/
Teaching
Reflection/
Feedback
?
Blog Blog Blog
Blog Blog Blog

6. Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de
E-Learning 1.0
LMS as island

7. Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de
E-Learning 2.0
LMS as a Gate

8. Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de
Changing Faces of E-Learning
From Distribution…
Learning Management
Systems
Materials online
PresentationInformation
…to Collaboration and Reflection
E-PortfoliosWeblogs
Communication Collaboration
WiKisCommunities
Transmissive Learning
Expansive Learning
Broadcasting Learning
E-Learning 1.0
E-Learning 2.0
Technology = Islands
Technology = Gates

9. From
education
to
learning

10. Anno 1088
http://isdsbologna2013.org/blog/location/bologna/#!prettyPhoto-205/0/
Exclusively
for the chosen few...

11. Anno 1965
http://www.rd.ruhr-uni-
bochum.de/imperia/md/images/rd/plasma/news/luftbild_rub_s__dwest.jpg
Industrialisation,
Massification,
Standardisation

12. Anno 2014
http://web.mit.edu/jsaa/www/photos/stata.jpg
Postmodern,
Individualised,
Disaggregated

13. The career of an idea...
Where does that leave us?
 The traditional model: Exclusively for few
chosen.
 The modern (massification) model:
Standard model for masses.
 The post-modern model: Individualised and
diversified HE (Rip and Mix Approach/
Patchwork)

14. Consequences of Connected Learning
Modern
(Massification) Education
Model
Postmodern
Adult Learning Model
Defined degrees Short and patchwork study cycles
Study in a degree framework Study according needs and interest
Curriculum is oriented to professions No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer Students are peers
Exam driven/ Certification bound Learning experience in the foreground
Certifiation of knowledge/ achievements Assessment of competences
Institution bound De-institutionalised
Institution‘s reputation determines value Experience + practice value gain importance
Clear timebound structure of degrees Flexibilisation
Disciplins are structure giving Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and
knowledge
Problem oriented
Academic status, traditions, clothing Individualised
Differentiation against „non-higher education“ Continuum through ed.-sectors + levels

15. The path of illusion…
With online collaboration
and availability of
(OE)resources
learning will improve!

16. Challenges Ahead...
Challenge 1: Guidance and Inclusiveness
 Guidance in potentially unstructured learning
context
 Participation requires autonomous and self-
directed learning competences
Challenge 2: Learning Goals and Recognition
 Informal, non-formal learning vs. Documentation
and recgnition of learning achievements
(IPTS Study 2013)

17. Open Education Practice

18. earning Communi

19. Global

20. Offen

21. Geteilt

22. Learner generated

23. ehlers@dhbw.de
Baden-Wurttemberg
Cooperative State University
www.dhbw.de
Thank you for
your attention!