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.
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e-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age
伊利诺伊大学香槟分校課程信息
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伊利诺伊大学香槟分校
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.
授課大綱 - 您將從這門課程中學到什麼
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.
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- 5 stars69.97%
- 4 stars22.58%
- 3 stars3.85%
- 2 stars1.10%
- 1 star2.47%
來自E-LEARNING ECOLOGIES: INNOVATIVE APPROACHES TO TEACHING AND LEARNING FOR THE DIGITAL AGE的熱門評論
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!
Excellent content. One of a few courses where I actually took notes while watching the lectures and downloaded and saved all materials.
I appreciated the well-organized format and overall the way the course was designed. Particularly the opportunity to choose our own areas of focus for assignments to learn more.
An intense course, that requires lot of research and reading. The course covers a variety of interesting topics and gives the opportunity to read contributions of peers .
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