Search

This study addresses the potential of e-learning and educational technology for promoting intercultural education and an ethos of active democratic citizenship. While identifying the pedagogic approach and the construction of learning architectures as the core challenges in meeting the global need of digital literacy, it investigates the metaphor of drama and play as an optic for designing appropriate pedagogic e-learning architectures and cultivating for fruitful instructional learning processes. Through a design perspective inspired and formed by the metaphors of drama and play, the paper suggests, investigates and discusses, theoretically, and with reference to practice, the characteristics of a specific pedagogical e-learning architecture as a useful model for design. It explores and assesses the extend to which using a design model for intercultural e-learning, developed from the concept of drama and play, may support learner empowerment through furthering intercultural learning processes and digital literacy, as well as promoting ethical awareness of democratic dialogic values and an attitude in learners as active global democratic citizens.

Digitale medier såsom computere og internettet er i dag i stigende grad helt centrale for undervisning og læring på alle niveauer i uddannelsessystemet. Også i hverdagslivet finder der læring sted, når vi bruger medierne til at kommunikere, lege og søge information med. De digitale medier stiller nye krav til vores tekniske og sociale kompetencer og til tilrettelæggelsen af undervisning. Det gælder eksempelvis indretningen af de fysiske rum, forholdet mellem underviser og lærende samt det æstetiske design af brugerflader og undervisningsmateriale.I denne antologi fremlægger og diskuterer en række forskere deres konkrete erfaringer med og overvejelser over didaktisk design og brugen af digitale medier i forskellige undervisnings- og læringskontekster fra grundskole til universitetsniveau. Bogens tre dele behandler spørgsmål om: 1) børn og unges brug af digitale medier, 2) sprog, matematik og billeder i it-didaktisk design, 3) it-didaktisk design i videregående uddannelser.Bogen henvender sig til undervisere, studerende, forskere og andre som har interesse i de digitale mediers potentialer og i design og organisering af lærings- og undervisningsforløb med brug af digitale medier.

This paper will present the development from broadcastededucational television up to the actual use of streamingvideo and mobile units in eLearning. The paper willdiscuss the following topics: what can we learn fromhistory? – and what are the new challenges andpossibilities in mobile technologies?What we can learn from history is that new technologiesprovide new didactic possibilities. On the other hand,most of the uses are based on remediation of formerformats. Despite the possibilities for interaction andintegration, most video in the screen are formatted astraditional broadcasted television.Today the new video technologies can be labelled the threeP’s: production, portability, and panorama/3D. Thechallenge is how to develop new formats and new didacticsfor the integration of the new technology in learningenvironments.

This paper will introduce a master program in ICT and Learning (MIL) and present some of the experiences we have gained so far. MIL is a result of a collaborative initiative taken by five Danish universities, and it is an accredited part-time 2-year master program. It is unique in the sense that it builds on the pedagogical framework of project pedagogy and is based on online collaboration.The paper will describe MIL, the universities involved, the administrative organization, and the profile of the students. We will discuss the pedagogical framework and the project collaboration in relation to the modularity and flexibility that characterize the study and allow admission of part-time students, full-time students and students who only sign up for one accredited module. The methodology will be illustrated through empirical snapshots from selected modules in the start-up phase, and the focus will be directed towards problems experienced by the students. From an analytical perspective, the paper will identify and discuss fundamental problems related to the organization, flexibility, and implementation of project pedagogy online. MIL is organized around ICT and Learning and the study theme focuses on ICT and Learning. In addition, MIL provides a learning space where practice is under constant negotiation and reconstruction as an inherent, integrated part of the learning process. Consequently, we argue that MIL may be seen as an example of best practice in blended learning.