This document discusses net didactics and the possibilities and challenges of new technology in education. It addresses what net didactics is, preconditions for e-learning, methods of learning online, the teacher's role as a facilitator, and how technology can both enable variation in learning and present challenges around community and academic authority. While technology allows more flexibility, online studies require structure, predictability and ways to build community to help students achieve autonomy and academic development.

1. Net didactics”New technology – newpossibilities and newchallenges?” Developingnetworks in teachereducation and research, August 22-23, 2011 Associate professor Mariann Solberg, U-vett

3. Last fifteenyears: LMS, streamingoflectures, multimedia, video conferences, web conferencesI willtakenew and not so newtechnologyintoconsideration, but my focuswill not be onthetechnology as such 03.09.2011 2

5. assomething different fromdidactics on campus? „Didactics“: „planning, producingandevaluatingteachingandlearning“ (Hiim & Hippe 2006) 03.09.2011 3

6. Whenwewanttodevelop a newstudyforthenet: 3 questionstobeasked Whatisitthatwestrivefor in termsoflearningoutcomes (knowledge, competence, attitudes, skills) in thestudent? Whataretheappropriateteachingandlearningmethodstoreachthegoals? Whatkindsofactivitiesdoesthestudentneedtoperform in order toreachthegoals? (NB: Methodsforassessment) Whichtechnologiesandmedia do weneedtoapply in order toreachthegoals? 03.09.2011 4

8. Content

10. Media

13. Technical infrastructure

14. Teacherpreconditions

15. Student preconditions

16. Purely online study or blendedlearning03.09.2011 U-vett 7

19. Howcantheteacherfacilitatehighqualitye-learning? MAKVIS(E) Motivation (Motivasjon) Activity (Aktivitet) Specification (Konkretisering) Variation (Variasjon) Individualization (Individualisering) Cooperation (Samarbeid) Evaluation (Evaluering) 03.09.2011 10

21. response and formative assessment

22. time, scope and breaks

23. controlled progress or student’sownchoice?

24. The teacher must find or produce digital learningresources03.09.2011 U-vett 11

25. What is thedifferencebetweeneducation at a university as compared to othereducationalinstitutions? Pleasediscuss 03.09.2011 12

26. What is ”danning” (Bildung)? A normative concept – canhardly be neutral An egalitarianconceptof ”danning”? A state or a process? Adaptation or criticalthinking? The potential for liberationthrough ”danning” Ethicalaspects Existentialaspects A basicconceptofpedagogy 03.09.2011 13

28. Research-basedteaching and learning as characteristicofuniversitiesSocialization to self-thinking – a paradox? Withoutacademicknowledge – noacademic ”danning” 03.09.2011 14

29. Characteristicsofacademic”danning” Academicknowledge Analytical skills Criticalthinking – theability to problematize Humility – self-criticalattitude Independence Integrity The ability to connect and contextualize Creativity Personallyaquiredknowledge – maturity Yourownvoicedeveloped – autonomy 03.09.2011 15

30. What is it to be academically ”udannet” (uneducated)? Uncriticalaquirementofknowledge? Lackofacademicintegrity? Unethicalconduct? Instrumental understandingofknowledge? Narrow and dicipline-centeredexpertknowledge? Superficialaquirementofthesubject matter? Reproducingapproach to thesubject matter? Cocksureness? 03.09.2011 16

32. Thinkagainst

33. Think for yourselfSelf-thinking – to tryone’sownvoicetogetherwithothers – learningaboutinadequacies in one’sown arguments – makes for personal appropriation Error as a precondition for ”danning” Scientific knowledgecannot be acquired from thespectatorsseat 03.09.2011 17

35. In teachereducation? Howimportant is it to facilitatethedevelopmentofthekindsofpropertiesthatwerelate to ”danning” in teacher students? Howcanweteachtheteacher students waysoffacilitating ”danning” in general to schoolchildren? 03.09.2011 18

37. More independent of time and place

38. Online studies:

39. Students seem to achieve as good – and better – grades. Equalization – fewer in thelowestlayers. (Not enoughknowledgeaboutwhy; age, motivation, more monitoredwork, more work?)

40. Student’spossibility to workontheir studies whenever and whereevertheyfeel like it03.09.2011 19

42. Bewareoftoomuchworkonpractitalities! (teacher)

43. Harder to achieveautonomy & academicBildung? (st)

44. Harder to acquireacademic and subject-specificculture? (st)

45. Need for predictability, mandatorytasks and structure (st)

46. How to buildcommunityfeelingamong students? (teacher)

47. How to achievethe felt presenceoftheacademicauthority?

48. Blendedlearning:

49. Hard to findseriouschallenges? 03.09.2011 20

50. Literature Hiim, Hilde and Else Hippe: Læring gjennom opplevelse, forståelse og handling. En studiebok i didaktikk. Oslo: Gyldendal akademisk, 2006. 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 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. Solberg, Mariann: “Educating the Citizen of Academia Online?”. International Review of Research in Open and Distance Learning 2011 ;Volum 12. (4) pp. 77-87 03.09.2011 21

51. Thankyou for yourattention! Associate professor Mariann Solberg Centre for flexibleeducation, University of Tromsø 9012 Tromsø Norway E-mail: mariann.solberg@uit.no Homepage: http://bit.ly/bu7LUI Twitter: http://twitter.com/msolberg 03.09.2011 22