For three decades and longer we have heard educators and technologists making a case for the transformative power of technology in learning. However, despite the rhetoric, in many ways and at most institutional sites, education is still relatively untouched by technology. Even when technologies are introduced, the changes sometimes seem insignificant and the results seem disappointing. If the print textbook is replaced by an e-book, do the social relations of knowledge and learning necessarily change at all or for the better? If the pen-and-paper test is mechanized, does this change the nature of our assessment systems? Technology, in other words, need not necessarily bring significant change. Technology might not even represent a step forward in education.
oferecido por
e-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age
Universidade de Illinois em Urbana-ChampaignUniversidade de Illinois em Urbana-ChampaignInformações sobre o curso
oferecido por
Universidade de Illinois em Urbana-ChampaignUniversidade de Illinois em Urbana-Champaign
The University of Illinois at Urbana-Champaign is a world leader in research, teaching and public engagement, distinguished by the breadth of its programs, broad academic excellence, and internationally renowned faculty and alumni. Illinois serves the world by creating knowledge, preparing students for lives of impact, and finding solutions to critical societal needs.
Programa - O que você aprenderá com este curso
Module 1: Course Orientation + Ubiquitous Learning
We begin this module with an introduction to the idea of an "e-learning ecology" and the notion of "affordance." We use this idea to map the range of innovative activities that we may be able to use in e-learning environments – not that we necessarily do. Many e-learning environments simply reproduce the worst of old, didactic pedagogies. We then go on to explore the notion of "ubiquitous learning," the first of seven "affordances" in computer-mediated educational applications and environments that we examine in this course.
Module 2: Active Knowledge Making + Multimodal Meaning
This module examines two more e-learning affordances: "active knowledge making," or the right and responsibility of learners to take a degree of control over their own knowledge making; and "multimodal meaning-making," or the tools learners now have at hand to support their thinking and to represent the knowledge they have gained – including, for instance, text, image, diagram, animation, simulation, dataset, video, audio, or embedded web media.
Module 3: Recursive Feedback + Collaborative Intelligence
Two further e-learning affordances are explored in this module: "recursive feedback," or the rapid and repeatable cycles of feedback or formative assessment now available, including machine feedback and machine-mediated human feedback; and the "collaborative intelligence" fostered by the very social nature of Web 2.0 and contemporary e-learning environments.
Module 4: Metacogniton + Differentiated Learning
We come now to the last two of our seven e-learning affordances: "metacognition," or the process of thinking about thinking – a second order, more abstract, theoretical, and generalizable way of thinking; and "differentiated learning," addressing learners' different needs and interests. Together, these seven affordances become a tool with which to evaluate the scope of an e-learning technology and its application.
Avaliações
- 5 stars69,83%
- 4 stars22,55%
- 3 stars3,80%
- 2 stars1,08%
- 1 star2,71%
Principais avaliações do E-LEARNING ECOLOGIES: INNOVATIVE APPROACHES TO TEACHING AND LEARNING FOR THE DIGITAL AGE
Thank you for the energy and effort you invested into creating this relevant and engaging course. I'm delighted with the amount of content we covered!
The course is enriched with innovative approaches that will help educators in teaching and learning. It also share the new educational tools in approach to e-learning setting.
Great content regarding online learning environments. More oversight of participants needed, especially regarding posted assignments (plagiarism) and peer reviews (arbitrary grading).
The course provides a thought provoking review of the learning best practice and highlights some potential areas where technology will better enable us to implement this best practice.
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