开始时间: 04/22/2022 持续时间: 8 weeks
所在平台: CourseraArchive 课程类别: 信息,技术与设计 大学或机构: University of Illinois at Urbana-Champaign( 伊利诺伊大学厄巴纳 - 香槟分校) 授课老师: William Cope Mary Kalantzis |
课程主页: https://www.coursera.org/course/elearning
课程评论:没有评论
For three decades and more, we’ve heard educators and technologists making a case for the transformative power of technology in learning. However, despite the rhetoric, in many sites and many ways education is still relatively untouched by technology. Even when technologies are introduced, the changes sometimes seem insignificant and the results 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 or even represent a step forward in education.
This course explores ‘seven affordances’ of e-learning ecologies which open out genuine possibilities for what we call a ‘New Learning’ – transformative, twenty-first century learning:
These affordances, if recognized and harnessed, will prepare learners for success in a world that is increasingly dominated by digital information flows, and tools for communication in the workplace, public spaces and personal life. This course offers a wide variety of examples of learning technologies and technology implementations that, to varying degrees, demonstrate these affordances in action.
Ubiquitous
Learning: anywhere,
anytime, anyhow Bounded
by the four walls of the classroom and cells of the timetable. (e.g.
classroom-centered blended learning) Spatio-Temporal Dimension Active
Knowledge Making:
learner-as-knowledge producer; designing meanings Passive
knowledge Consumption; learner-as-knowledge consumer; absorbing/replicating
meanings; (e.g. e-Textbooks) Epistemic Dimension Multimodal
Meaning: new
media texts, multimodal knowledge representations Traditional
“academic literacies” (e.g. isolated digital spaces) Discursive Dimension Recursive
Feedback;
formative assessment, prospective and constructive feedback; learning
analytics Retrospective
judgment; managerialist focus on summative assessment (e.g. standardized
machine assessments) Evaluative Dimension Collaborative
Intelligence,
knowledge you can use; peer-to-peer learning Individualized
(e.g. machine-teaching) Social Dimension Metacognition: thinking about thinking;
mnemonic work Single
layered cognition; memory work (e.g. stuff to be e-learned: information, routines,
definitions) Cognitive Dimension Differentiated
Learning: each
according to their interest and need Homogenizing,
one-size-fits-all curriculum (e.g. self-paced e-textbooks, week-by-week
learning management systems) Comparative Dimension
An introduction to innovative approaches to learning and teaching, with a focus on the use of e-learning and social web technologies.