“Web 2.0 & E-Learning"

Hier der direkte Link auf Web 2.0 und E-Learning: die Folien, den Podcast (als MP3) und die Praxisanleitung:

Guidelines for an elearning scenario following a “Web 2.0” approach

1. An elearning environment should be perceived as a “gate” to the internet with paths to existing materials and contents on the net as well as materials that have been developed / assemebled / uploaded just for this environment (especially assignments for learning).

2. The learning portal aggregates contents from the net and integrates them as an integral part of the learning environment. These materials typically consist of a low complexity (“microcontent”) and are fetched by XML-feeds from other sites.

3. Complex materials can be integrated as learning objects that contain learning materials as well as metadata describing the content, e.g. a sequence for presenting the content.

4. Materials that are being produced within the learning environment should be offered as feeds for reuse at other sites on the net, e.g. for delivery on mobile devices.

5. Learners and teachers / authors use the same tools for working with contents of various kinds, for editing and sharing documents, like weblogs, wikis, forum, pictures, calendars. Teachers and learners actively participate in developing the learning environment – with small differences regarding administrative rights to the learning environment.

6. In order to find information and to share them with others teachers as well as learners use free tags or tags from a taxonomy to describe these information.

7. As far as possible, users can choose tools of their choice to produce and work on content. Learners are encouraged to arrange their own digital work space and to integrate existing tools to construct and share documents.

8. There is a smooth transition between the personal learning environment and the environment people use for their work and other personal activities on the net. Teaching means observing, participating and evaluating the individual and social learning activities within the learning environment.

9. The environment supports social group processes by making visible what tools the users prefer and providing direct access to these tools (e.g. furl or del.icio.us). This does also relate to the use of communication tools. Users should be free to use those tools they prefer. The learning environment simply presents which tool a user prefers to be reached on the net (e.g. ICQ, Yahoo, Skype). Furthermore, it displays if the user currently is available with one of these tools.

10. The system supports community building by presenting who the members of the group are (background, interests, competencies ..), how they have contributed so far, how often these contributions have been accessed and evaluated by others. Thus, the system publishes the degree of personal engagement of each user.

11. It should be attractive to become a member of the community. Registrated users and members of learning groups should enjoy certain privileges. They have access to more information and gain more rights, e.g. to promote information to the front page and to comment immediately).

12. The environment documents the learning activities and results automatically. Contributions become visible to other learners and the teacher, they can be included directly into an e-portfolio of the user (and the institution).

13. Learners are encouraged to reflect their learning activities (Did I set appropriate goals? Did I make a sufficient progress?), for example with a Weblog.

14. An elearning provider generates an added value to customers by supplying - new and re-arranged (sequenced) (micro-) contents for the learning environment, - assignments that structure the learning process and - different variants of tutorial support (including examination and certification).

15. Teachers provide a role model. They are actively engaged and show their presence in the learning environment, e.g. by using the tools the environment offers, by supplying personal information, by supplying materials and participating in discussions, by using a weblog and working on wikis. They react on feedback and error messages immediately.

from: Kerres, M. (2006) Microlearning as a challenge for instructional design. In: Hug, T. & Lindner, M. (Eds.) Didactics of Microlearning. Muenster: Waxmann.