Handbook of Emerging Technologies for Learning

Kommentieren 13. March 2009

Evaluating the effectiveness of technology use in teaching and learning brings to mind Albert Einstein’s statement: “Not everything that can be counted counts, and not everything that counts can be counted”. When we begin to consider the impact and effectiveness of technology in the teaching and learning process, obvious questions arise: “How do we measure effectiveness? Is it time spent in a classroom? Is it a function of test scores? Is it about learning? Or understanding?”

Seit über einem Jahr arbeiten George Siemens und Peter Tittenberger an ihrem Handbuch für mordernen Medieneinsatz in Lernprozessen: “Handbook of Emerging Technologies for Learning”. Nun haben sie es veröffentlicht.

Herausgekommen ist eine beeindruckende Arbeit, die nicht nur durch ihren inhaltlichen Tiefgang sondern auch durch die Breite der an-/besprochenen Themen überzeugt. Verfügbar ist es ganz im Sinne der neuen Medien als Wiki – aber auch als PDF. Leider fehlt mir aktuell die Zeit dieses umfangreiche Werk hier explizitier vorzustellen, so dass ich es bei einigen exemplarischen Zitaten belassen möchte, die evtl. ein wenig Interesse an der weiteren Lektüre wecken können:

How is education to fulfill its societal role of clarifying confusion when tools of control over information creation and dissemination rest in the hands of learners[3], contributing to the growing complexity and confusion of information abundance?

We now differently relate to information. The roles of experts (educators) and novices (learners) have been altered substantially. What once involved mediators and experts (journals, books, encyclopaedias) can now be handled informally through the aggregated actions of many (Wikipedia, blogs, ebooks).

und…

Successful organizational e-learning initiatives require support and strategic ownership.[5] Grassroots innovation frequently encounters organizational barriers. Adopting a department-level view of elearning is important in creating learning material, creating a support infrastructure, allocating resources, and building a “comprehensive program of continuing professional development”.[6] Many of the principles of effective instruction online are similar to classrooms. Chickering and Ehrmann[7] advocate for seven key “good practice” elements in online instruction:

  1. encourages contact between students and faculty
  2. develops reciprocity and cooperation among students
  3. encourages active learning
  4. gives prompt feedback
  5. emphasizes time on task
  6. communicates high expectations
  7. respects diverse talents and ways of learning

While the above list can be augmented to include affordances inherent to technology (handling technology, integrating into teaching activities, or fostering dialogue with distributed learner groups), they suffice as an introduction to the similarity of teaching well with technology and teaching well in a classroom.

und…

Teaching successfully with emerging technologies requires:

  • A spirit of experimentation
  • Willingness to engage learners in the creation of learning resources (co-creation of content)
  • Willingness to “let go” of control and content presentation approaches to teaching
  • Tolerance of failure

und…

Ich habe die Anregungen und Grundlagen gerne gelesen und werde sicher hin und wieder mal reinschauen, um mir einiger Punkte wieder bewusst zu werden. Klarer Lektüretipp meinerseits.

Dieses Post wurde erstellt von René Scheppler.

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