Didaktik des E-Learning

i-com ◽  
2012 ◽  
Vol 11 (1) ◽  
pp. 7-10 ◽  
Author(s):  
Sybille Hambach
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Point Of View ◽  
E Learning ◽  
Further Development

Summary This paper addresses teaching and learning with digital media from an educational point of view. First we introduce E-Learning as an interdisciplinary subject which benefits from a variety of different disciplines. We than shortly discuss the contribution of didactics to the knowledge corpus and methodical canon of E-Learning. Nine basic didactic questions are used to describe specific aspects of education with digital media. The paper closes by deriving three main challenges, which are relevant for the further development of E-Learning.

Knowledge Spaces

2004 ◽  
pp. 291-307 ◽  
Author(s):  
Wolfgang Strauss ◽  
Monika Fleischmann ◽  
Jochen Denzinger ◽  
Michael Wolf ◽  
Yinlin Li
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Media Communication ◽  
Media Arts ◽  
Knowledge Spaces ◽  
Art And Culture ◽  
E Learning ◽  
The Media ◽  
Learning Through Play ◽  
Physical Spaces

Research into the opportunities offered by electronic media, as regards finding and acquiring knowledge, together with the development of new teaching and learning methods for the field of art and culture is the focus of the work being carried out by the Media Arts Research Studies (MARS) research group at the Fraunhofer Institute for Media Communication. This chapter illustrates the requirements on electronic and digital media concepts in the context of e-learning, using the very latest developments and experience in this sector as examples. In the broadest sense, the aim is to visualise information and create networked “knowledge spaces” which are accessible to users as new forms of teaching and learning through play. Experimental methods, tools and interfaces that support communication between the digital and physical spaces and investigate new forms of knowledge retrieval are being developed and tested.

scholarly journals The Role of Cloud Computing for the Enhancement of Teaching and Learning in Saudi Arabian Universities in Accordance with the Social Constructivism Theory: A Specialist’s Point of View

2019 ◽  
Vol 14 (13) ◽  
pp. 70
Author(s):  
Farhan Yetaim Alenezi
Keyword(s):  
Cloud Computing ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Saudi Arabian ◽  
Point Of View ◽  
Learning Enhancement ◽  
The Social ◽  
E Learning ◽  
Academic Year

This study aims to evaluate the role of Cloud Computing in enhancing teaching and learning in Saudi Arabian government universities in the backdrop of the four principles of Social Constructivism Theory - social interaction, previous experience, activity of a learner, and the development of mental skills; all these have to be examined form the specialist’s point of view as he will be responsible for integrating technology into the processes for supporting the whole ecosystem. The study was conducted at 29 Saudi Arabian government universities, using a quantitative approach based on a Questionnaire. The study sample consisted of 84 Deans and Vice Deans of E-learning across all Saudi government universities, in the Academic Year 2016/2017. The results revealed a significant role for Cloud Computing for teaching and learning enhancement in the Saudi Arabian universities in accordance with the construct outlined above.

scholarly journals Covid-19: Cabaran dan Inisiatif dalam Mendepani Pelaksanaan Pengajaran dan Pembelajaran Teradun

Sains Insani ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Simah Mamat ◽  
Che Aleha Ladin ◽  
Azni Yati Kamaruddin ◽  
Intan Marfarrina Omar ◽  
Nor Asiah Ismail
Keyword(s):  
Digital Media ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Internet Access ◽  
Learning Groups ◽  
Main Challenge ◽  
E Learning ◽  
The Government ◽  
Learning Development ◽  
Blended Teaching

Perubahan kaedah pengajaran guru sejak dunia dilanda pandemik Covid-19 memberi kesan yang besar kepada sistem pendidikan negara. Para guru perlu melaksanakan pengajaran dan pembelajaran (PdP) teradun melalui penggunaan media digital dengan kaedah tradisional secara dalam talian sebagai mekanisme utama penyampaian ilmu. Oleh itu, kajian ini dilaksanakan bagi mengupas cabaran guru dan inisiatif kerajaan dalam pelaksanaan PdP. Reka bentuk kajian ini menggunakan kaedah kualitatif dengan menganalisis dokumen melalui sumber data kajian-kajian lepas, catatan perkembangan pembelajaran teradun daripada kumpulan-kumpulan e-didik di bawah KPM, telegram, laman web, petikan dan berita dari seluruh Malaysia dan luar negara. Cabaran utama yang ditemui adalah berkaitan dengan capaian internet terutama bagi mereka  yang tinggal di kawasan pedalaman. Cabaran lain pula ialah terdapat keluarga yang kurang berkemampuan dan sukar menyediakan kemudahan data dan gadget kepada anak-anak untuk meneruskan PdP secara maya.  Antara inisiatif KPM terhadap murid yang tidak mempunyai capaian internet untuk melayari Google Classroom (GC), mereka boleh menggunakan WhatsApp. KPM dan Uniceff juga menyediakan bahan pengajaran yang dibina menggunakan Google Slide bagi murid bermasalah pendengaran dan pembentangan boleh dibuat dengan sarikata. Selain itu, kerajaan juga memudahkan penggunaan GC melalui penubuhan akaun email e-didik. Kajian ini memberi implikasi kepada guru-guru agar memantapkan pengajaran teradun melalui teknologi digital secara kreatif dan inovasi dengan menghadiri kursus dan latihan dalaman secara talian. Ibu bapa dan guru juga perlu melakukan anjakan paradigma untuk menguasai ilmu pengetahuan terknologi terkini bagi menangani masalah ini. KPM perlu menggubal atau menambah baik kurikulum pendidikan sesuai dengan pembelajaran teradun ini.   The change in teachers' teaching methods since the world was hit by the Covid-19 pandemic has had a significant impact on the country's education system. Teachers need to implement blended teaching and learning (T&L) through the use of digital media with traditional online methods as the main mechanism of knowledge delivery. Therefore, this study was conducted to examine the challenges of teachers and government initiatives in the implementation of T&L. The design of this study uses qualitative method by analyzing documents through data sources of previous studies, the records of learning development blended e-learning groups under MOE, telegrams, websites, quotes and news from Malaysia and abroad. The main challenge used is related to internet access for those living in rural areas. Other challenges are also found in underprivileged families and it is difficult to provide data facilities and gadgets to children for T&L virtually. MOE provides initiative for students who do not have internet access to browse Google Classroom (GC), they can opt to use WhatsApp. MOE and Uniceff also provide teaching materials that use Google Slides for students with hearing problems and presentations that can be made with subtitles. In addition, the government also uses GC through the establishment of e-learning email accounts. This study has implications for teachers to strengthen blended teaching through digital technology creatively and innovative with live courses and training. Parents and teachers need to make a paradigm shift for the latest technological knowledge for this problem. Hence, MOE needs to formulate or improve the education curriculum in accordance with this blended learning.

scholarly journals Editors note

Seminar.net ◽  
2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Yngve Nordkvelle
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Digital Media ◽  
Elderly People ◽  
Teaching And Learning ◽  
The Elderly ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Digital Environments ◽  
E Learning

Lifelong learning is a recurring theme in this journal. The present issue of Seminar.net has four contributions, covering a range from how elderly use ICT, how teachers and supervisors in higher education experience virtual learning environments, how producers of MOOC’s fail to observe quality frameworks, and last how “gamification” affects ideas about teaching and learning. They all bring vital arguments to the table about how digital environments cause changes in our lives, beginning with games for children and helping elderly to adjust to an increasingly digitized lifeworld in the other end of the life cycle. First, most of the technological innovations we are used to by now, was invented a long time ago – by persons who now are considered elderly. The ideologies supported around notions like “the digital natives” are exactly that, - ideologies. But even skilled and experienced elderly – and teachers in higher education are in dire need of keeping up with swift changes in technology and its use. I am very pleased that the articles we present here have a critical stance towards ideologies and are able to scrutinise the conditions for a democratic and factual base for education.The opening article in this issue, “Older active users of ICTs make sense of their engagement”by Magdalena Kania-Lundholm and Sandra Torres, who work at Uppsala University, Sweden enlightens us about how elderly people use digital media. Instead of seeing the elderly as a group of “digital immigrants”, this article focuses on elderly people who are active and skilled users of ICT. They are eager to share their skills and experiences and contribute to the wellbeing of other, not so eager users. The article contributes to the notion of “the digital spectrum” and furthers the very important discussion on the inequalities that using ICT continues to bring about.The second article is written by Chris O’Toole, of Lancaster University, and has the title “Networked e-Learning: The changing facilitator - learner relationship, a facilitators’ perspective; A Phenomenological Investigation”. The phenomenological case study deals with how the relationship between facilitator and student is changing. Networked e-Learning is the context and the research is undertaken at an Irish higher education institution.The author’s role as a highly experienced facilitator provides particular and specific insight into the guiding facilitator’s experiences during a time of institutional transition to Networked e-Learning.Gamification is a topic that has been declared as “up and coming” for a number of years. Marc Fabian Buck, of the Nord University, Norway, presents the article “Gamification of learning and teaching in schools – a critical stance”. He states that the aim of Gamification is to change learning for the better by making use of the motivating effects of (digital) games and elements typical of games, like experience points, levelling, quests, rankings etc. His most contemporary example is of the “Summer of ‘16” and the apparent success of “Pokemon go”. He argues that gamified learning and teaching suspends the fundamental, subversive, and critical moments only schools can offer.The last article is provided by Ulf Olsson, of Stockholm University, Sweden: “Teachers’ Awareness of Guidelines for Quality Assurance when developing MOOCs”. His study focuses on higher education teachers’ awareness of quality issues in relation to Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Olsson conducted semi-structured interviews with 20 teachers at six Swedish HEIs while they developed open courses (MOOCs). The overall findings show that the teachers were not part of any transparent quality assurance system. Subsequently, he raises the question of the adequacy of a quality system for innovative activities.

The Didactical Agency of Information Communication Technologies for Enhanced Education and Learning

2011 ◽  
pp. 59-75 ◽  
Author(s):  
Andreas Wiesner-Steiner ◽  
Heike Wiesner ◽  
Heidi Schelhowe ◽  
Petra Luck
Keyword(s):  
Higher Education ◽  
New Media ◽  
Digital Media ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Active Role ◽  
Learning Processes ◽  
First Case ◽  
E Learning ◽  
New Perspective

This article presents substantial results from two projects that deal with teaching and learning with digital media in basic and higher education and offers a new perspective on the active role of technology in learning processes. The first case draws on the project “Roberta—girls conquer robotics,” which was launched by the Fraunhofer Institute (AIS) with the aim to help promote girls’ interest in sciences, mathematics and technology. It suggests a new pedagogical approach towards the use of robotics in education and discusses how didactics and technology (LegoMindstorms) interact and how the character of robotics itself plays an important role here, such as it already comes along as gendered material. The second case focuses on distance education teaching methods in childcare management. The space left for practitioners in Higher Education is either to embrace the new media or to watch its inevitable unfolding. We take a critical stance towards that perspective and suggest that the shape and learning effect of new media in higher education is contested and evolves in communities of practice. No technologies are neutral and it is more appropriate to speak of technological and societal features as interactively fostering e-learning processes through distributed actions (Rammert, 2002).

Examining E-learning as an alternative solution to conventional learning during and post Covid-19 in Nigeria.

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Christopher Ubaka Ebelogu ◽  
Virginia Ebere Ejiofor ◽  
Aliyu Omeiza ◽  
Lucy Hassana Audu
Keyword(s):  
Teaching And Learning ◽  
Point Of View ◽  
Educational Institutions ◽  
The Novel ◽  
Face To Face ◽  
Higher Institution ◽  
The Face ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning

It is no longer news that the novel Corona Virus pandemic (COVID-19) is ravaging and still destroying the world, killing so many people and sending economies in different countries into recession. COVID-19 came as a thief in the night in the household of traditional schooling. Gradually, the face-to-face traditional way of teaching and learning was immediately put on hold and all parties running to their shelves for cover as measure to avert the spread of the dreaded virus. What came up as a viable alternative to face-to-face or conventional mode of teaching-learning in school and higher institution is E-learning. So many of these educational institutions had to resort to learning through some E-learning platforms which include ZOOM, YouTube, Google Meet, Google Classroom, Duo, Free Conference Call, etc. This established the fact that majority of the organizations have made an instant switch to online collaboration inclusive of schooling systems. This paper therefore sort to examine how Nigerian schools are reshaping the schooling/education system as to align with the alternative model of teaching-learning most essentially as E-learning rest on major pillars which are undoubtedly deficient in Nigeria and amongst Nigerians. There are challenges to overcome in achieving the e-learning phenomenon in Nigeria, many students without reliable internet access, power supply and technology struggle to participate in digital activities, which hinder online learning. The paper was approached in an E-learning subscriber or user point of view around FCT Abuja metropolis which includes teachers and learners (students/pupils). Questionnaires were distributed to the E-learning users and also the teachers of E-learning. Data were collected and analyzed using percentage method and Likert method to arrive at a conclusion and useful recommendations were made to enhance e-learning during and post COVID-19 in the various educational institutions in Nigeria.

scholarly journals Perception and Intention to use E-learning from Students’ Point of View- An Evidence from Malaysia Local University

2020 ◽  
Vol 5 (2) ◽  
pp. 11-20
Author(s):  
Salina Mad ◽  
Nor Alwani Omar ◽  
Ezzah Suraya Sarudin ◽  
Nurul Hidayah Aziz
Keyword(s):  
Technology Acceptance ◽  
Teaching And Learning ◽  
Transition Period ◽  
Point Of View ◽  
Learning Technology ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Willingness To Use ◽  
Education Process

Education landscape has changed dramatically due to Covid19 pandemic as in many country, conventional or face-to-face teaching and learning is no longer an option to avoid the spread of a virus.  E-learning become one of the best alternative to ensure education process could continue because experts believe world could only recover from this crisis in another two years. This paper will delve into students’ perspective about e-learning and their willingness to use e-learning. Technology Acceptance Model (TAM) was used to outlined this study. Majority of the student have an idea about what is e-learning. They also agree that e-learning able to accomplished learning and assessment proses as well as enable the interaction among students and student with instructor. Result also indicate, majority of the students have positive opinion towards e-learning nevertheless they prefer e-learning to be embedded in their education process (hybrid learning) as they are still prefer to have some level of face-to-face learning. However, this result cannot be used to generalize the opinion of all university’s’ student as diploma student tend to feel more comfortable to have face-to-face interaction with lecturer because they are in the transition period from school to university.

scholarly journals A suggested Guide for Elementary School Teacher to Integrate E-Learning in Teaching Art Education: دليلٌ مقترَح لمعلِّمة المرحلة الابتدائيَّة لدمج التعلُّم الإلكترونيِّ في تدريس التربية الفنيَّة

2019 ◽  
Vol 3 (24) ◽  
Author(s):  
HEA NASSER Al-EWYWID ,   Mohammed Mofleh Al-Dosari
Keyword(s):  
Elementary School ◽  
Art Education ◽  
Teaching And Learning ◽  
School Teacher ◽  
Sixth Grade ◽  
Point Of View ◽  
Primary Stage ◽  
Primary School Teachers ◽  
Technology In Teaching ◽  
E Learning

The objective of the study is to design a proposed guide for the primary stage teacher and to determine its validity from the point of view of the experts and specialists. The researcher followed the descriptive approach to answer the research questions: What is the proposed scenario for building a guide for the elementary teacher; ? What is the validity of the proposed guide for the teaching of art education for the sixth grade? The answer to the first question in the design of the researcher was a proposed guide for the primary stage teacher to integrate e-learning in the teaching of art education for the sixth grade. The answer to the second question was by presenting the proposed guide to experts and specialists. The majority of the judges' (34) arbitrators out of (40) arbitrators, which means that the evidence proposed by the researcher is valid for the teaching of art education for the sixth grade primary The research has reached a number of recommendations, the most important, H. To integrate e-learning into the teaching and learning of art education for the sixth grade of elementary school by primary school teachers and to expand the conversion of courses in art education to courses incorporating technology in teaching and learning.  

Lehren und Lernen im Zeitalter der neuen digitalen Medien (Teaching and Learning in the Era of New Digital Media)

i-com ◽  
2001 ◽  
Vol - (0/2001) ◽  
Author(s):  
Rul Gunzenhäuser ◽  
Michael Herczeg
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
E Learning

Im folgenden Beitrag wird e-Learning, das Internet-basierte Lehren und Lernen mit den Neuen Medien, im Rückblick auf traditionelle Strategien und Verfahren des Rechnerunterstützten Lernens dargestellt. Insbesondere wird auf Ähnlichkeiten hingewiesen; gemeinsame Grundlagen des Lehrens und Lernens werden herausgearbeitet. Für das lebenslange Lernen mit digitalen Medien in der Wissensgesellschaft von morgen werden neuartige Wege aufgezeigt und dafür eine neue Didaktik und Methodik gefordert.

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

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