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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

Media Education CentreUniversity of Helsinki

Seppo Tella

I D L E s

Seppo Tella, 1

slide2

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

words words words
Words, words, words...
  • Groupware (ryhmätyöohjelmisto)
  • CSCW/CSCL (Computer-Supported Collaborative Work/Learning)
  • Telework
  • IDLE (Integrated Distributed Learning Environment)
some examples of idles
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
characteristics 1 2
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
characteristics 2 2
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)
challenges 1 3
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?
challenges 2 3
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)
challenges 3 3
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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