Conditions for self-organizing and creativity in blended learning environments (original) (raw)
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New Horizons on Education Inspired by Information and Communication Technologies
Procedia - Social and Behavioral Sciences, 2015
Nowadays, society is affected by the information and communication technologies (ICT) challenges that come with the Internet network and the World Wide Web. We are talking about e-society, e-commerce, e-learning, web of things … and so on. For education, what has changed after the ICT challenges? Are there improvements with this new "materiel"? What are the new horizons? First of all, ICT introduces e-learning which is a way to learn using networks with a distant tutor. Second, we have digital learning resources to manage, which gives new learning scenarios and disciplines. Third, we can access a lot of pedagogical resources over the world, a good and a problematic fact. Recently, some studies present the finding that ICT are used without a mature integration in educational contexts. As result, sometimes there is no added value to the teaching/learning processes. Blended learning is a new direction to find how to integrate ICT tools to real classes so that the quality of teaching and learning will be really improved. This paper discusses these different points of views and gives a conclusion about some horizons where ICT will take the adequate place in classes.
" Higher Education Research, Skill Enrichment and Knowledge Transfer in The Digital Era" Vol. III
Vidyawarta, 2024
42 fMftVy ¼vkHkklh½ lk{kjrs yk iz ks Rlkgu ns .;kr xz a Fkky;ka ph Hkw fedk M‚-fcMos ek#rh f'kokthjko] rk-ft-ykrw j 193 …………………………………………………………………………………………………………………………………………………………… 43 uohu 'kS ऺ .kÊd èkks ;.kZ % 2020 çk-lkS-ohuk Hkkypa ae dq jd.kÊ 198 …………………………………………………………………………………………………………………………………………………………… 44 jk"Vª h; 'kS {kf.kd èkks j.k 2020 eèkhy ew Y; f'k{k.k% ikja ifjd xz a Fkky;kps ;ks xnku MkW-foBBy fo'oukFk tkèko] ykrw j 202 …………………………………………………………………………………………………………………………………………………………… 45 Emerging Technologies in Education Dr. Rita Shrimantrao Kadam, Dist.
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2005
The story of technology and teaching in higher education has generally been one of successive false dawns. Each major technological advance has been ritually hailed as heralding a revolution in either the quality or cost of education (or both). Large sums of money have been expended on foot of such predictions -but, in each case, the long term impact has been found to be, at best, modest (at worst, actually negative). The application of Internet technologies in education has followed this pattern quite consistently -from hyperbolic claim, through commitment of sometimes extraordinary amounts of resource (admittedly, in this case, at the irrational height of "dot.com" fever), to both public and not-so-public failure to deliver any recognisable revolution ("no significant difference" -again). So what might we learn from this? A common factor, already recognised in earlier iterations, seems to be preoccupation with technology per se, and neglect of pedagogical theory. Indeed, many recent innovations, though technologically dazzling, seem to have been premised on the most naive and primitive theories of knowledge and learning. Yet beneath the technological hype and dazzle, the Internet may yet have something genuinely profound to bring to education. From a social constructionist view of learning (and teaching) there are signs of a slower, quieter -and much cheaper -Internet revolution, under such unlikely rallying cries as "open content", "wikiwiki", "blogging" and "moodling". In this paper we will review these developments, relate them to each other and to theoretical foundations, and finally risk some continuing optimism about the ultimate role of the Internet in enhancing higher education.
Opportunities offered by new technologies
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This study tries to highlight several aspects of the rise in internet users while also presenting an argument for a possible path toward the Information Society. However, individuals who only see a large wall rather than a network of connected people must be highlighted, with an emphasis on equitable education. The multistakeholder approach and international implementation have proven to be a valuable asset in moving the WSIS themes and Action Lines forward. The establishment of the technologies seen in this decade and how much the use had spread in the world are a consequence, therefore, the paper will give an outlook on some solutions to reduce the factor called as “digital divide” and the importance of open-source documents. The paper will additionally underline an outcome of the potential of social media and how they can lead a community of citizens to rise up against political power leading to various confrontations. The most relevant results that came up are an outline of today’s society and how people behave with themselves.
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American Journal of Distance Education, 1996
The development of high performance computing and communications is creating new media, such as the WorldWide Web and virtual realities. In turn, these new media enable new types of messages and experiences; for example, interpersonal interactions across network channels lead to the formation of virtual communities. The innovative kinds of pedagogy empowered by these emerging media, messages, and experiences make possible an evolution of synchronous, group, presentation-centered forms of distance education-which replicate traditional "teaching by telling" across barriers of distance and time-into an alternative instructional paradigm: distributed learning. In particular, advances in computer-supported collaborative learning, multimedia/hypermedia, and experiential simulation offer the potential to create shared "learning-through-doing environments" available anyplace, any time, on demand.