Media Education Centre University of Helsinki I D L E s Seppo Tella Seppo Tella, 1.

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Presentation transcript:

Media Education Centre University of Helsinki I D L E s Seppo Tella Seppo Tella, 1

Seppo Tella, 2 Telephony, telematics Cognitive science Cognitive psychology Cognitive education Learn- ing psy- chol- ogy Networked consciousness Independence of distance, time and location Telepresence Telework Globalisation DE, ODL, OL, FL Physical & mental mobility Learning Environments Age of networked intelligence Artifacts Addressivity Dialogic communication culture HHC vs. CMHC Virtual togetherness Informationalism Social presence Mediation & mediatisation Media proficiency Public sphere Didactics Virtual pedagogy L e a r n i n g s o c i e t y N e t w o r k s o c i e t y CSCW, CSCL C o m m u n i c a t i o n s o c i e t y NBE Teaching-Studying- Learning Process (Socio-) construc- tivism Individualism Communalism SEPPO TELLA Virtual school Metacognition Shared expertise Intellectualisation ICT Mobile communication Virtuality Deterritorialisation Co-construction of knowledge Identity I n t e r- face Translocalism IDLEs Dream Society K n o w l e d g e s o c i e t y

Seppo Tella, 3 Words, words, words... n Groupware (ryhmätyöohjelmisto) n CSCW/CSCL (Computer-Supported Collaborative Work/Learning) n Telework n IDLE (Integrated Distributed Learning Environment)

Seppo Tella, 4 Some Examples of IDLEs n CSILE (Computer-Supported Intentional Learning Environment) -> Knowledge Forum n FLE (Future Learning Environment) n ACT (Asynchronous Collaboration Tool) n BSCW (Basic Support for Collaborative Work) n WebCT, Blackboard n LearningSpace n Proto, Telsi, R5 Generation

Seppo Tella, 5 Characteristics (1/2) n Based on a collaborative learning instructional paradigm (“group collaboration”) n Multi-user, hypertext-based digital workspace environments n Make extensive use of the asynchronous and synchronous collaborative tools available on the Internet n Client/server applications using standard Internet protocols

Seppo Tella, 6 Characteristics (2/2) n Most accessible via web browsers (Netscape, Internet Explorer, Opera) n Provide access from different computer platforms (Windows, Mac, UNIX) n Some specifically designed for educational applications; others for business purposes n Many designed to make cognitive processes visible and encourage reflection in students (McGreal 1998; Sloffer, Dueber & Duffy 1999)

Seppo Tella, 7 Challenges (1/3) n What salient educational features are still missing? n What sort of thinking, working, communication & studying paradigms do IDLEs support? (e.g., decision making, tutoring & guidance, “business” models)? n Which are the larger media- educational contexts that should be researched or focused on?

Seppo Tella, 8 Challenges (2/3) n How do we incorporate asynchronous work (telework) with different teaching and studying environments? n How do IDLEs support collaborative & communal studying and working? n How do IDLEs support the teaching- studying-learning (TSL) process? (cf. virtuality, virtual school)

Seppo Tella, 9 Challenges (3/3) n How do IDLEs support dialogic and cross- cultural communication? n How do we balance openness and “discipline”? n Are IDLEs scalable according to the number of users? n How user-friendlyare they (use of text, graphics, audio, data)? n What kind of (virtual) communities are IDLEs intended for? n What criteria should be used when adopting and assessing IDLEs?