1. P. Dillenbourg TECFA1/25 http://tecfa.unige.ch Would you go on board if pilots were trained by surfing on the Net ? Would you go on board if pilots were trained by surfing on the Net ? Pierre Dillenbourg Oulu, Finland, March 99.

2. P. Dillenbourg TECFA2/25 "In about 1920, the increasing spread of telephones prompted the prediction that by 1970 all women would be enployed as telephone operators " O'Shea & Self, 1987

3. P. Dillenbourg TECFA3/25 Our challenge: Create Internet practices which change education Our approach: Design spaces for learning activities Our experience: Master degree via Internet (since 1994)

4. P. Dillenbourg TECFA4/25 educational technology 6 X [1 week at TECFA + 4 weeks home] WWW, e-mail, MOO, newsgroups, phone 15- 20 (working) adults 8 courses in year 1 4 teachers content: structure: tools: audience: curriculum: staff: Master degree (partly) based on Internet

5. P. Dillenbourg TECFA5/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario ‘slow down’ project-oriented courses ‘teaching drift’ ‘not my course’ Studio ArgueGraph Ergo Lab loss of control Practicum overload ‘lost in the hyperspace’ spatial metaphormaintenance structured data Problems Solutions

6. P. Dillenbourg TECFA6/25 overload structured data Problems Solutions higher flexibility ≠ reduced workload

7. P. Dillenbourg TECFA7/25 Whiteboards HyperNews Chat E-MAIL

8. P. Dillenbourg TECFA8/25 Whiteboards HyperNews Chat E-MAIL To overcome the limits of e-communication: (1) use multiple tools (2) combine presence with distance To overcome the limits of e-communication: (1) use multiple tools (2) combine presence with distance

9. P. Dillenbourg TECFA9/25 ‘e-silence’ multiple integrated tools mixed formula overload structured data Problems Solutions

10. P. Dillenbourg TECFA10/25 HyperNews Chat E-MAIL scenario The key is not the tools, but the scenario which requires that students use them. scenario The key is not the tools, but the scenario which requires that students use them. “please use e-mail” “conversational learning” “vicarious learning”

11. P. Dillenbourg TECFA11/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario Studio ArgueGraph Ergo Lab Practicum overload Problems Solutions

12. P. Dillenbourg TECFA12/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario ‘teaching drift’ overload Problems Solutions

13. P. Dillenbourg TECFA13/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario project-oriented courses ‘teaching drift’ overload Problems Solutions

14. P. Dillenbourg TECFA14/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario ‘slow down’ project-oriented courses ‘teaching drift’ overload Problems Solutions

15. P. Dillenbourg TECFA15/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario ‘slow down’ project-oriented courses ‘teaching drift’ overload Problems Solutions 123456

16. P. Dillenbourg TECFA16/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario ‘slow down’ project-oriented courses ‘teaching drift’ Studio overload Problems Solutions

17. P. Dillenbourg TECFA17/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario ‘slow down’ project-oriented courses ‘teaching drift’ Studio Ergo Lab overload Problems Solutions

18. P. Dillenbourg TECFA18/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario ‘slow down’ project-oriented courses ‘teaching drift’ ‘not my course’ Studio ArgueGraph Ergo Lab overload Problems Solutions

19. P. Dillenbourg TECFA19/25 pseudo-task debriefing consolidaton Constructivist Collective Activities ArgueGraph Ergo Lab Mister QCM Concepterie

20. P. Dillenbourg TECFA20/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario ‘slow down’ project-oriented courses ‘teaching drift’ ‘not my course’ Studio ArgueGraph Ergo Lab loss of control Practicum overload Problems Solutions

21. P. Dillenbourg TECFA21/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario ‘slow down’ project-oriented courses ‘teaching drift’ ‘not my course’ Studio ArgueGraph Ergo Lab loss of control Practicum overload ‘lost in the hyperspace’ spatial metaphor Problems Solutions

22. P. Dillenbourg TECFA22/25 Zone = Course Building= Scenario Room = Activity

23. P. Dillenbourg TECFA23/25 ‘e-silence’ multiple integrated tools mixed formula underlying scenario ‘slow down’ project-oriented courses ‘teaching drift’ ‘not my course’ Studio ArgueGraph Ergo Lab loss of control Practicum overload ‘lost in the hyperspace’ spatial metaphormaintenance structured data Problems Solutions

24. P. Dillenbourg TECFA24/25 Jean-Cristophe Brouze Pierre Dillenbourg Patrick Jermann Philippe Lemay Sylvère Martin-Michiellot François Lombard Patrick Mendelsohn David Ott Daniel Peraya Cyril Roiron Daniel Schneider Didier Strasser Tecfa Virtual Campus

25. P. Dillenbourg TECFA25/25 Why Virtual Space? Spatial familiarity & irregularities support navigation Virtual space supports collaboration –Co-presence creates shared context –Where is my partner = what he does Implicit display of pedagogical information

26. P. Dillenbourg TECFA26/25 Fewer texts, more activities Dissociate ressources and activities Design constructivist activities Reuse ‘generic’ activities Structure groupwork by the tools/scenario Treat virtual space seriously No pedagogical brusselism Summary