1. Sixth International Conference on Networked Learning 2008 - A research-based conference on networked learning in higher education and lifelong learning 5th & 6th May 2008 Halkidiki, Greece. E-Learning experiences – between linear and networked model István Bessenyei, Information Society Research and Teaching Group, University of West Hungary, Sopron Veronika Stoffova, János Selye University, Slovakia, Komarno

2. The class University of West Hungary, Faculty of Economics The course: Information society I. Semester 2007/2008: 15 students (in II.-IV., study year), 15x1,5 teaching units, elective 4 selected modules: networks, technology, e-government, e-learning II. Semester: 15 BSC students (I. study year), topic: data mining. The modules innovation and technology are integrated in the teaching.

3. Activities Blended learning in a computer laboratory Tasks for every students: Essay, e-portfolio, glossary, self-controlling questionnaire, standard questionnaire of moodle on the learning process (fulfilled during the blended learning process)‏

4. Main didactic approaches Starting point: reflection of everyday experiences of students (first the reflection of the own participation in social networks, after them the network theory or the economic networks.)‏ The competence catalogue (learning goals) as the basic of self organised learning Blended learning: the students make the tasks (exclusive the essays) during the seminar. Network learning: the students learn from each other. (Students with experiences with WIKI help in creating of e-portfolios.)‏

5. The necessity of networking Traditional centralised, linear learning vs. network learning: the tensions Cetralised knowledge sharing with intensive communication and feedback tools lead to „traffic collapse” Solution: horizontal, networked communication (between students, between specialists and students, between institutions)‏

6. The necessity of knowledge maps and e-portfolios What we needed for a networked learning? Information about the knowledge structure of each other Problems: In which way we can document and share the knowledge in the learning network? What kind of knowledge we have? In which way we can register and document the prior learning experiment, the tacit knowledge? A solution: knowledge maps, ePortfolios as tools

7. Output steering or input steering? Linear model: the input is uniform, the output is different (The students get bad or good marks from 1 to 5)‏ Output steering: the input is different (adapted to the prior knowledge of the students), the output gets uniform. Personalised learning paths are necessary.

8. The resistance of the institution The students and the university personal are socialized for the traditional centralized, linear learning and teaching To be familiary with the new technology and didactic requires in the initial phase a double if not triple expenditure of work for the same payment. The traditional regulations of the studies aren't compatible with the network learning. (Does the accreditation have a sense if 3- 5 institutions teach together, in a cooperative network?

9. Semantic uncertainty The linear model and the eLearning 2.0 are two different worlds with different logic and different ideas. This often prevents a constructive discussion. Examples of the tensions between the world of ideas

10. Semantic uncertainty: the ideas Input: Central curriculum vs. Output: Competence portfolio Textbook vs. Information world in the web Lecture vs. Project Professor vs. Tutor, presenter, coach, consultant, network organizer Centralized knowledge distribution vs. Parallel knowledge processing Definition knowledge vs. Knowledge management Examination vs. Self evaluation, collective evaluation. Notes. Even made competence portfolios.

11. Availabilities NETIS-project Introduction to the Information Society http://netis.nyme.hu/http://netis.nyme.hu/ University of West Hungary: http://moodle.ktk.nyme.huhttp://moodle.ktk.nyme.hu János Selye University: http://www.selyeuni.sk/http://www.selyeuni.sk/

12. Thank you for the attention!