1. Antonis Lionarakis, Hellenic Open University Considerations for Distance Learning: ‘what students learn’, ‘how they learn’ and ‘what they are able to do with their learning outcome’

2. what students learn?

3. how they learn?

4. what they are able to do with their learning outcome?

5. …is he learning?

6. …are they learning?

8. …can they all learn at a distance?

9. Antonis Lionarakis, Hellenic Open University Learning: the unknown labyrinth

10. Antonis Lionarakis, Hellenic Open University Considerations for Distance Learning: ‘what students learn’, ‘how they learn’ and ‘what they are able to do with their learning outcome’

11. Antonis Lionarakis, Hellenic Open University Books Television Internet Video Computers DVDs CDs Software Platforms etc. They are all means which transfer and transmit information, not knowledge. They were not made as educational tools, but as tools for transferring oral and visual information. Any type of information; good or bad, right or wrong.

12. Books Television Internet Video Computers DVDs CDs Software Platforms etc. In order to use them as and transform them into educational tools we must define a number of preconditions, criteria, quality standards, teaching and learning methods. Antonis Lionarakis, Hellenic Open University

13. Books Television Internet Video Computers DVDs CDs Software Platforms etc. People / students receive information from all these sources, but ‘information’ is not ‘learning’ nor ‘knowledge’. They have to do and follow a number of activities and actions in order to transform ‘information’ into ‘learning’ and ‘knowledge’.

14. Antonis Lionarakis, Hellenic Open University A student engaged in distance learning needs to have an analytical Knowledge, from the outset of his studies, of the following: What to do

15. Antonis Lionarakis, Hellenic Open University What to do Why he does it

16. Antonis Lionarakis, Hellenic Open University What to do Why he does it When he has to do it

17. Antonis Lionarakis, Hellenic Open University What to do Why he does it When he has to do it How to do it

18. Antonis Lionarakis, Hellenic Open University What to do Why he does it When he has to do it How to do it If he did it well

19. Antonis Lionarakis, Hellenic Open University The learning material should also lead the learner to a number of activities:

20. Antonis Lionarakis, Hellenic Open University Distance Learning Material Distance Learning Material Involvement of the learner / types of activities and exercises

21. Antonis Lionarakis, Hellenic Open University Distance Learning Material Distance Learning Material Involvement of the learner / types of activities and exercises Utilization of existing Knowledge and experiences

22. Antonis Lionarakis, Hellenic Open University Distance Learning Material Distance Learning Material Involvement of the learner / types of activities and exercises Utilization of existing Knowledge and experiences The search for and processing of information

23. Antonis Lionarakis, Hellenic Open University Distance Learning Material Distance Learning Material Involvement of the learner / types of activities and exercises Utilization of existing Knowledge and experiences The search for and processing of information Application

24. Antonis Lionarakis, Hellenic Open University Distance Learning Material Distance Learning Material Involvement of the learner / types of activities and exercises Utilization of existing Knowledge and experiences The search for and processing of information Application Critical thought and creativity

25. Antonis Lionarakis, Hellenic Open University Distance Learning Material Distance Learning Material Involvement of the learner / types of activities and exercises Utilization of existing Knowledge and experiences The search for and processing of information Application Critical thought and creativity Verification and self – evaluation of knowledge and skills

26. Antonis Lionarakis, Hellenic Open University In the process of distance learning, of any type of distance learning… …learning is more determined by and dependent on the content of educational material and teaching methodology, and NOT on the kind of technology used for course delivery.

27. Antonis Lionarakis, Hellenic Open University Cognitive skills comprise a combination of information processing tools and all the data which one processes throughout one’s life

28. Antonis Lionarakis, Hellenic Open University Cognitive Skills

29. Antonis Lionarakis, Hellenic Open University Cognitive Skills Knowledge

30. Antonis Lionarakis, Hellenic Open University Cognitive Skills KnowledgeAction

31. Antonis Lionarakis, Hellenic Open University Cognitive Skills KnowledgeAction

32. Antonis Lionarakis, Hellenic Open University Cognitive Skills How students learn

33. Antonis Lionarakis, Hellenic Open University Cognitive Skills Knowledge How students learn What students learn

34. Antonis Lionarakis, Hellenic Open University Cognitive Skills Knowledge How students learn What students learn Question ? Is this enough? Do we want more? Are we satisfied?

35. Antonis Lionarakis, Hellenic Open University Cognitive Skills KnowledgeAction How students learn What students learn What students are able to do with their learning outcome What students are able to do with their learning outcome

36. Antonis Lionarakis, Hellenic Open University Cognitive Skills KnowledgeAction How students learn What students learn What students are able to do with their learning outcome What students are able to do with their learning outcome

37. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Creativity Develop the ability to create certain new interesting conditions To make decisions via predetermined or non – predictable tasks To resolve problems and case studies To observe similar activities and issues of others

38. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Judgment To develop the ability to judge To be critical and to form an assessment To develop a documented viewpoint about the validity and usefulness of some views or theories

39. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Comparison To develop the ability to compare To approach and determine similarities and differences between two or more issues and to decide which is preferable To support and justify a decision while simultaneously using arguments for the choice

40. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Contradiction To develop the ability to bring an opposing view to those already existing so as to show up their differences To learn to compare different viewpoints in order to recognize the right to diversity, to respect other opinions and practices To avoid the ones limited world – view

41. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Description To develop the ability to describe and provide an analytical interpretation of an issue To learn to give an analytical account of a fact or issue by using observations

42. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Interpretation To develop the ability to represent and explain an issue and, at the same time, to determine the outline for its clarification To explain a fact or a point, but additionally, to look for the factors and causes which provoked it

43. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Analysis To develop the ability to analyze an issue or a fact and, at the same time, to use explanatory and structured logic to interpret it

44. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Argument To develop the ability to argue, to use theoretical and practical examples to validate one or more opinions. These examples must confirm and lead to a documented viewpoint.

45. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Evaluation To develop the ability to evaluate, to consider the value, effectiveness and validity of some elements and to what extent they are true or useful

46. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Examination To learn to develop the ability to examine the value of an issue. To examine how valid or invalid it is

47. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Questioning To develop the ability to question an issue in order to examine its validity Not to accept it as correct or effective in advance or due to general acceptance

48. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Observation To develop the ability to observe an issue or process so as to identify all of its dimensions, no matter how small or insignificant they are

49. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Oral expression and presentation To develop the ability to orally express and present data based on what someone have learnt and to deliver them in an interesting way

50. Antonis Lionarakis, Hellenic Open University Some Basic Cognitive Skills Problem solving To develop the ability to solve problems and provide direct solutions to issues that come up unexpectedly

51. Antonis Lionarakis, Hellenic Open University Cognitive skills respond to the question of “how do students learn”. They can also lead the student to knowledge and its three ingredients: The facts The theories The experiences and practical applications The third part we saw before, “what can students do with what they have learnt”, expresses the actions, behaviors, principles, attitudes and learning outcomes of the learners’ educational journey.

52. Antonis Lionarakis, Hellenic Open University Thank you for your attention