Aspects of eLearning

Peter Baumgartner
Educational Technology
Institute of Educational Science and Media
Research
http://www.fernuni-hagen.de/bt
http://www.peter.baumgartner.name/

Outline
• Educational Theory

• Educational Technology

• Theory & Technology

• E-Learning Standards

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 Proposition I

(Inglehart 1997)

The predominant educational assumptions of a

society are not invented freely but reflect the
predominant cultural values of this society.

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Proposition II
(Baumgartner/Payr 1999)

Every piece of Educational Software, Authoring

Tool or Learning Management System (LMS)
implements a certain kind of learning theory.

Every function of the software has underlying

(tacit) pedagogical assumptions.

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 Learning Paradigms
(Neo-) Behaviorism Cognitivism Constructivism

internal Brain is a self-

Brain is a Procedures referential
“black box” matter system

Output Input Output Input

energetically
informationally open
closed
Variable
structural
external modelled Coupling
Feedback Feedback

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Transfer Tutor Coach

• factual knowledge, • procedural knowledge, • social Practice,

“know-that” "know-how" "knowing-in-action"
• Transfer of • Presentation of pre- • Action in real (complex
propositional determined problems and social) situations
knowledge
• to cope, to master
• to know, to remember
• to do, to practice • Realisation of adequate
• Production of correct action strategies
answers • Selection of correct
method and its use • Social Responsibilty
• Verbal knowledge,
Memorisation • Skill, Ability • to cooperate, to support

• to teach, to explain • to observe, to help, to

demonstrate

Teaching I Teaching II Teaching III

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 Perceive &
Do (Debug)
Knowing-in-action

Interacting Teaching & Interacting

with Self & Society Facilitating with Object

Practice & Produce &

Discuss Deposit
Reflecting-in-practice Coaching & Tutoring & Reflecting-in-action
Orchestrating Managing
Environment Artefact
Interacting
with Subject (Human)

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TEACHING I
Perceive &
Do (Debug)
TEACHING I+

To teach &
? support

To coach & To help &

orchestrate Artefakt, organise
To practice Content, To produce
& discuss ? “Learning Object” ? & deposit
TEACHING III TEACHING II

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 Theory of Speech Acts
Linguistic utterance

illocutionary force propositional content

I know that …he is hurt.

I believe that …my headache is unsupportable.
I deny that …smoking is not allowed here.
I disclose that

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validity claim
relation to the
world
social

subjective objective

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 Perceive &
Communicativa: Do (Debug) Constativa:
(Metalevel) Knowing-in- to describe,
to affirm, action to assert,
to substantiate, to explain,
Interacting Teaching & Interacting
to justify, to claim...
with Self & Society Facilitating with Object
to moderate...

Practice & Produce &

Discuss Deposit
Reflecting-in-practice Reflecting-in-action
Coaching & Tutoring &
Orchestrating Managing
Environment Artefact
Interacting
with Subject
Regulativa: Expressiva:
to legitimate, to disclose,
to authorize, to confess,
to demand, to admit,
to permit... to hold back...

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eLearning Strategies

Robin Mason (1998)

predominantly
virtual Learning
(LMS)

Asynchronic
Communication
(Forum, eMail)

Information Model
(Static Website,
Downloads)

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 eTeaching-Strategies
Gilly Salmon (2000)
5: Selforganisation

4: Knowledge Construction

3: Information Exchange

2: Online Socialization

1: Access and Motivation

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Educational Potentials

www

Book CD/DVD-ROM Web

Text, Fotos, Images + Audio, Animation, Video + Communication (Chat, Forum)

Linear Indiv. + Adaptive Collective Adaptive + Generative
Limited amount More but still limited no limits
Presentation + Automatic Feedback, + Communication, Social
Simulations

References Hyperlinks, Tooltips Dynamically Interconnected Web

Assessment indiv. Assessment indiv. 360 Degree Assessment

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 What are VLEes?
• Web-based: Browser = central tool
•≠ locally installed educational software
•≠ CD-ROM
•≠ Distance Education
• A3 = Anytime, Anywhere, Anybody
• „Flexible Learning“, (competence based,
student centered)
• Selforganised, supported and directed learning
• Face-to-interface and face-to-face (“blended
learning”)
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What are LMSes? (1): Functions

Presentation Communi-
of cation-
Content Tools

Learning
Management
Systems
(LMSs) Tools for
Admini-
Praticing and
stration
Exercises

Evaluation
Tools

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 What are LMSes? (2): Definition

A Learning Management System (LSM) is

a tool for the organization and the
coaching process of

webbased learning

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What are CMSes? (1): Functions

Presentation
Processing
of
of Content
Content

Management, Reusability
Organisation Content of
of Content Management Content
Systems
(CMSs)

Update
Aquisition,
of
Generation
Content
Publication, of Content
Distribution
of Content

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What are CMSes? (2): Principles
• Content separated from the form of the
presentation
• (via templates, stylesheets)

• Management of content components

• (via metadata and database)

• Workflow Management
• (via hierarchical and/or participative role concept: e.g. Managing
Editor, Content Editor, Design Editor, Associate Editor, Member,
Guest etc. buzz word: Webcommunity)

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What are CMSs? (3): Types

1. Production systems (P-CMS): Traditional form of CMS
2. Groupware, Collaborative Systems (C-CMS):
Asynchronic Communication and Interaction of members of a
working (or learning) group
3. Portal, Community-Content-Collaboration Systems
(C3MS): Communitybuilding
4. Weblogs, Discussion oriented (D-CMS): Micro-Content,
Syndication/RSS-Feed, Trackback.
5. Wiki, Editing oriented (E-CMS): Everybody has the same full
rights. Participative generation of content.

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 VLE/LMS/CMS/LCMS?
Virtual Learning Environments
(VLEs)

Learning Management Systems Content Management Systems

(LMSs) (CMSs)

Learning- and Content Management Systems

(LCMSs)

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3 Levels of Abstraction

Educational Scenarios

Educational Interaction Patterns

LMS, CMS and other Tools

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 Transfer Tutor Coach

P-CMS C-CMS

D-CMS
Discussion-oriented CMS (Weblogs)

C3MS
C3MS (Content-Community-Collaboration MS)

Wikis

Teaching I Teaching II Teaching III

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Perceive &
Do (Debug)
C3MS Knowing-in-action P-CMS

Wikis Interacting Teaching & Interacting

with Self & Society Facilitating with Object

C-CMS

Practice & Produce &

Discuss Deposit
Reflecting-in-practice Coaching & Tutoring & Reflecting-in-action
Orchestrating Managing
Environment Artefact
Interacting
with Subject (Human)

D-CMS
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Communicative Action

Society C3MS
Portal

C-CMS
Groupware

Subject

Weblog
D-CMS

Object P-CMS Wiki

Teaching Modell

I II III
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e-Learning Standards- What for?

Interoperability

Cost Reduction Autonomy Learning Biography

through from independent
Reusability Producers from System

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 Goals of Standards
 Interoperability
 Does the system work with other systems?

 Re-usability
 Is content in other context reusable? (Learning Object)

 Manageability
 Are there transferable notes on learning behaviour and
content?
 Accessibility
 Are learners able to access content when ever they need
it?
 Durability
 Does the learning environment still operate,

even if technology has changed?

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Thank you for your attention!

Peter Baumgartner
Educational Technology
Institute of Educational Science and Media
Research
http://www.fernuni-hagen.de/bt
http://www.peter.baumgartner.name/

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