reply to a comment on our article eLearning2.0 - New teaching / learning culture with social software? :
> 1) Did those instruments in non-university sector also has to
> application. For example, in the field of adult education? Or to
> Advanced training for professionals in specific areas?
I think one needs to distinguish (at least) between formal and informal training
. Without knowing about specific studies,
I can imagine however, that these Web 2.0 tools in formal education
still are very rarely used, if then in areas
the contents are close to the theme (ie at about developments
to the topic of learning, or about information management, ICT usage, ...). In
of informal training (Ie as M. m. n. many of us -
more or less consciously - run every day) the use of Web 2.0 media
may not work in many areas has almost become commonplace.
as many of us have done it before at any Wikipedia entry
a supplement or commented blog posts, or at least
wikis and blogs read and maybe even subscribed via RSS? And
learned always a piece ... but as your second comment comes to
wearing ...
> 2) I would imagine that the population in general at this flood
> on new methods of electronic information and
> communication technologies must overcome major barriers to access. If found
> even from students who need a high level of competence in the
> Application of these technologies, how will people
> less educated handle it? Are there any experiences
> or an idea of the deal?
Yes, I do believe that these media, especially in German-speaking
(from the USA can be heard at times other), still a rather small part of the
people are familiar. But I also believe that most
education classes are given access to such media can be relatively easy
(because It is not that important to explain why
this and that works, and because it is enough to say what it is and what you do with it, for example
can. (Ad hoc quite Lisbon concrete example: I put
with my 57-year-old mother, a housewife and not very
ICT competence is (they may stop looking at Google and follow the links to the WWW
) to a Gmail account and show their
as information about a particular topic, she is very important, and where they want to stay on the
date, the Google Reader
can follow easily, I told my mother in 20 minutes set up, and
after 20 minutes they will know how to subscribe to new feeds, even
can, I will tell her but only suggested the operation
of RSS (as I tried it with my students /
done).
> 3) Evaluation is not really a review of the achievement
>, but rather an opinion survey, how were these new
> forms of interactive e-Learning seminar-accepted.
> It was also noted in the article already. As this
> begegent challenge?
This is a really sensitive issue. You may think of
comparison studies? But I am of the opinion that they do not or only very limited
and feasible in selected cases are because there mithineinspielen Sun
many uncontrollable parameters (eg only the
question: Where, in a traditionally held lecture, a traditional
seminar held invested the same amount of commitment on the part of teachers
as in a newly developed e-learning course? , or the question
after care, after the subject of "the issues we evaluated the LV
you almost could not convey in traditional settings). There are, however
decades, numerous attempts of comparative studies. In some
meta-evaluation of such studies we came to the
no-significant-difference phenomenon, so the fact that it averaged over the
studies actually no crucial difference between
a "traditional learning" (whatever that be) and a "learning
with new media" (whatever that may be) there. See above all:
http://www.nosignificantdifference.org/
***
I know I have mentioned only some of the relevant issues in respect of your
aspects. But the answer to each question would probably
material for their own articles.
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