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Media Education Centre University of Helsinki

Media Education Centre University of Helsinki. Seppo Tella. I D L E s. Seppo Tella, 1. Translocalism. Artifacts. Virtual school. Addressivity. Virtuality. Communalism. Public sphere. Dialogic commu- nication culture. Virtual pedagogy. Virtual togetherness. Social presence. NBE.

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Media Education Centre University of Helsinki

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  1. Media Education CentreUniversity of Helsinki Seppo Tella I D L E s Seppo Tella, 1

  2. Translocalism Artifacts Virtualschool Addressivity Virtuality Communalism Public sphere Dialogic commu- nication culture Virtual pedagogy Virtualtogetherness Social presence NBE Media proficiency Didactics Identity Mediation & mediatisation Informationalism Teaching-Studying- Learning Process K n o w l e d g e s o c i e t y L e a r n i n g s o c i e t y Dream Society HHC vs. CMHC C o m m u n i c a t i o n s o c i e t y Co-construction of knowledge Cognitive education Mobile communication ICT I n t e r- face Learning Environments Independence of distance, time and location Cognitive science DE, ODL, OL, FL Shared expertise SEPPO TELLA (Socio-)construc- tivism Physical & mental mobility Cognitive psychology Telephony, telematics N e t w o r k s o c i e t y Deterritorialisation Age of networked intelligence Learn- ing psy- chol- ogy Telepresence Metacognition Networkedconsciousness Globalisation Intellectualisation IDLEs Individualism CSCW, CSCL Telework

  3. Words, words, words... • Groupware (ryhmätyöohjelmisto) • CSCW/CSCL (Computer-Supported Collaborative Work/Learning) • Telework • IDLE (Integrated Distributed Learning Environment)

  4. Some Examples of IDLEs • CSILE (Computer-Supported Intentional Learning Environment) -> Knowledge Forum • FLE(Future Learning Environment) • ACT (Asynchronous Collaboration Tool) • BSCW(Basic Support for Collaborative Work) • WebCT, Blackboard • LearningSpace • Proto, Telsi, R5 Generation

  5. Characteristics (1/2) • Based on a collaborative learning instructional paradigm (“group collaboration”) • Multi-user, hypertext-based digital workspace environments • Make extensive use of the asynchronous and synchronous collaborative tools available on the Internet • Client/server applications using standard Internet protocols

  6. Characteristics (2/2) • Most accessible via web browsers (Netscape, Internet Explorer, Opera) • Provide access from different computer platforms (Windows, Mac, UNIX) • Some specifically designed for educational applications; others for business purposes • Many designed to make cognitive processes visible and encourage reflection in students(McGreal 1998; Sloffer, Dueber & Duffy 1999)

  7. Challenges (1/3) • What salient educational features are still missing? • What sort of thinking, working, communication & studying paradigms do IDLEs support? (e.g., decision making, tutoring & guidance, “business” models)? • Which are the larger media-educational contexts that should be researched or focused on?

  8. Challenges (2/3) • How do we incorporate asynchronous work (telework) with different teaching and studying environments? • How do IDLEs support collaborative & communal studying and working? • How do IDLEs support the teaching-studying-learning (TSL) process? (cf. virtuality, virtual school)

  9. Challenges (3/3) • How do IDLEs support dialogic and cross-cultural communication? • How do we balance openness and “discipline”? • Are IDLEs scalable according to the number of users? • How user-friendlyare they (use of text, graphics, audio, data)? • What kind of (virtual) communities are IDLEs intended for? • What criteria should be used when adopting and assessing IDLEs?

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