This document discusses the dialogic principle in relation to digital communication. It challenges traditional views of communication as being between a sender and receiver. Instead, it proposes that communication should be viewed as ongoing dialogues between utterances, not individuals. An utterance responds to and invites responses from other utterances, both past and future. This dialogic view does not see communication as linear or progressive, but as complex networks of dialogues. The document provides examples of how to analyze dialogues occurring in online forums and networks using this perspective.
This document discusses the dialogic principle in relation to digital communication. It challenges traditional views of communication as being between a sender and receiver. Instead, it proposes that communication should be viewed as ongoing dialogues between utterances, not individuals. An utterance responds to and invites responses from other utterances, both past and future. This dialogic view does not see communication as linear or progressive, but as complex networks of dialogues. The document provides examples of how to analyze dialogues occurring in online forums and networks using this perspective.
This document discusses sociocultural learning theory and the opportunities for learning presented by new media. It notes that sociocultural theory recognizes learning often happens informally through everyday social activities rather than formal instruction. New media allows for self-directed learning activities supported by social networks, production tools, and open learning resources. This represents an alternative to simply replicating traditional educational methods and materials digitally.
This document discusses socio-cultural learning theory and its implications for education in the digital age. It addresses how new media use is both individual and social in nature. Learning happens through participation in social contexts, not just through formal instruction. This poses challenges for traditional education systems, which tend to emphasize learning through formal instruction over informal learning. However, new media tools can support self-directed, socially situated learning if used to facilitate collaboration, personalization of learning goals, and connections between educational institutions and the outside world. The document concludes by assigning a group task analyzing experiences with blogging using concepts from the course and suggesting improvements.
This document provides links to resources about dialogic communication, traditional understandings of communication, and information on the Kony 2012 campaign. The links include a YouTube video on dialogic communication, a TED search on the Kony 2012 topic, a webpage of critiques of Invisible Children's work, the Facebook hashtag for Kony 2012, and a Twitter search of the #kony2012 hashtag.
This document discusses how new media and technology can impact learning. It covers sociocultural learning theory, characteristics of new media use such as personalization and social software. It explores informal learning opportunities enabled by "hanging out", "messing around", and "geeking out" online activities. It addresses challenges this poses to established education systems, such as a widening gap between school and students' everyday digital lives. It proposes alternatives to simply replicating formal education online, such as leveraging the unique aspects of networks, open resources and social contexts to support self-directed learning.
This document discusses sociocultural learning theory and the opportunities for learning presented by new media. It notes that sociocultural theory recognizes learning often happens informally through everyday social activities rather than formal instruction. New media allows for self-directed learning activities supported by social networks, production tools, and open learning resources. This represents an alternative to simply replicating traditional educational methods and materials digitally.
This document discusses socio-cultural learning theory and its implications for education in the digital age. It addresses how new media use is both individual and social in nature. Learning happens through participation in social contexts, not just through formal instruction. This poses challenges for traditional education systems, which tend to emphasize learning through formal instruction over informal learning. However, new media tools can support self-directed, socially situated learning if used to facilitate collaboration, personalization of learning goals, and connections between educational institutions and the outside world. The document concludes by assigning a group task analyzing experiences with blogging using concepts from the course and suggesting improvements.
This document provides links to resources about dialogic communication, traditional understandings of communication, and information on the Kony 2012 campaign. The links include a YouTube video on dialogic communication, a TED search on the Kony 2012 topic, a webpage of critiques of Invisible Children's work, the Facebook hashtag for Kony 2012, and a Twitter search of the #kony2012 hashtag.
This document discusses how new media and technology can impact learning. It covers sociocultural learning theory, characteristics of new media use such as personalization and social software. It explores informal learning opportunities enabled by "hanging out", "messing around", and "geeking out" online activities. It addresses challenges this poses to established education systems, such as a widening gap between school and students' everyday digital lives. It proposes alternatives to simply replicating formal education online, such as leveraging the unique aspects of networks, open resources and social contexts to support self-directed learning.
1. 22. sept. 2011og 14. nov. 2011 Kommmunikation og videnskonstruktion - med fokus på et systemteoretisk perspektiv m/ Kort introduktion til teorier om læring og Empiriske undersøgelser: elevers og studerendes brug af it. helle mathiasen, hema@imv.au.dk
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Editor's Notes
Tegn person A og B og øjne også på flere elever Ser vi på konkrete læringsressourcer som fx bogen eller en podcast, kan vi med denne definition tale om en kommunikationsenhed. Læser har læst i bogen og valgt forståelse, hørt en podcast og valgt forståelse osv., men hvilken forståelse? Den kan først få en sproglig repræsentation, hvis læser indgår i et socialt system, som fx diskutere bogen. Mao. eleven eller den studerende kan først teste sin forståelse, ved at høre andres ytringer om bogen eller selv spørge til egen forståelse. Det samme gælder for læreren, hvis denne har intention om at kunne korrigere elever og studerendes forståelse af det, de har iagttaget via de anvendte læringsressourcer. Det jeg laver i dag er så at sige ” risky business ” , I sidder fortløbende og selektere forståelse ud hver jeres ” iagttagelsesberedskab ” , og I får ikke mulighed for at kontrollere jeres forståelse. Denne forelæsningsgenre rummer kun, at jeg vælger fortløbende ytringer uden at lade disse forstyrre af kommunikative bidrag fra jer. Med Luhmanns ord: ” Med flere elever bliver det vanskeligere at planlægge formidling og at kontrollere succes og fiasko ” (uden at I skal føle jer i rollen som elever ) (2002:70) Men hvad betyder denne tilgang til kommunikation for forskellige typer af fora, af sociale systemer? En grundlæggende skelnen her er fysisk tilstedeværelsesbaseret fora og netmedierede fora. De netmedierede, fx asynkrone skriftlige fora, eller tilsat lyd, billeder, video osv. Når vi ser på tilstedeværelsesbaseret kommunikation har denne mulighed for at benytte sproget medieret af lyd, gestik, intonation, taktile elementer, kinæstetiske elementer, lugte udover fx skrift på tavle. Netmedierede fora som skriftlige asynkrone fora har så at sige ikke samme kommunikative båndbredde. Kommunikationseffekter er begrænsede, derfor ser vi også mere eller mindre heldige forsøg på at kompensere for fattigdommen, ved fx store bogstaver, smileys osv. Og vi kender også katastroferne, når disse effekter ikke er blevet modtaget som intenderet. Udvides disse netmedierede fora med fx video, lyd og mulighed for synkron kommunikation, har kommunikationen flere tilkoblingsmuligheder og dermed måske større sandsynlig hed for at lykkes. Men der skal mere til, præmisserne skal så at sige være forstået af deltagerne. Vi kunne sige, at forventningerne skulle være tilpas afstemte for at sandsynligheden for kommunikationen er inden for rækkevidde. Ser vi på skriftlig netmedieret fora, så er det ikke kun et svagt forum for kommunikation. Der er som med de fleste ting fordele og ulemper.
Som nogle væsentlige eksempler på, hvad det skriftlige medie kan bidrage med i en pædagogisk tænkning Men elever, studerende og underviser påpeger også, at sådanne fora har svære betingelser, fx har konferencerum svært ved at opretholde sig selv som socialt system. Dette vender jeg tilbage til, når jeg ta ’ r fat på findings. Hermed ligger det lige for at koble kommunikationsbegrebet med undervisning og læring. Vi starter med læringsbegrebet