IFI7208.DT Õpikeskkonnad ja -võrgustikud 2018

Teine teema. Ülesande.

16.10.2018 15:50 by Andrey B

Teine teema.


Have studied  the material provided on the second task, I can say that I learned quite a lot of new information. Educational environments are a rather complicated system. It would seem how many times I have already used them and probably know what it is, but no. It turns out that many sites can not even be attributed to educational environments. And the point is not that they do not have a sufficient level of multimedia or interactivity, or are not engaged in education. After all, even simple text sites can be attributed to educational environments. Deal in other criteria. For example, in the banal lack of sources of information on the site, it was taken incomprehensibly from where. Previously, it seemed to me that electronic educational environments have a main focus on distance learning, but this turned out to be completely different. Yes, some of them really provide opportunities for this, but many are also used to maintain and accompany the standard learning process, that is, contact meetings are also an integral part of the classes, when using educational environments.


Electronic educational environments have a close connection with ICT, since without them they simply cannot exist. They require a constructive approach to design, with a clear understanding of what goals and objectives are set for them and how they will be solved. An integral part of these environments is communication. Whether it is communication between students, students and teachers, etc. Ideally, this process should occur continuously and the environment should offer a range of options for this. It can be said that virtual environments should be Community Centred.


There are other criteria according to which virtual educational environments are considered. Compliance with all criteria does not necessarily guarantee high rates of education for the environment. It is worth remembering that such environments are an instrument and the main role in education is played not by what they learn, but by the way they do it. Therefore, it can be concluded that educational environments themselves cannot make education better, but using them properly, as a tool, can help gain significant success in this area.


A little about personal experience. From the point of view of teaching, I personally did not have to use virtual educational environments, but this is due primarily to the lack of teaching experience. I am sure that if I had a full-fledged work in my specialty, then the probability of using them would be very high. From a student’s point of view, the most memorable experience comes from using Moodle at my previous university.


As a rule, this environment acted as the main source during the lessons. In it, the teachers laid out the material, shared literature, etc., and during contact meetings, we usually engaged on our own, and the teacher acted only as a consultant in case of questions and difficulties. I can’t say that I really liked such a system, but it gave more freedom (the absence of classes was not critical), and I also liked the fact that the majority of such studies were practical work and it was interesting to look for a solution, for example for programming, while not having a time reference, as well as restrictions on the resources used. The teacher’s help was addressed only in extreme cases, initially trying to independently find ways to solve the set tasks.


 


Anderson, T. (2008). Towards a Theory of Online Learning. T. Anderson (toim), The Theory and Practice of Online Learning (pp. 45–74).


Dillenbourg, P., Schneider, D., & Paraskevi, S. (2002). Virtual Learning Environments. A. Dimitracopoulou (toim), Proceedings of the 3rd Hellenic Conference on Information & Communication Technologies in Education (pp. 3–18).


Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21(1), pp. 82–101.


Väljataga, T., Pata, K., & Priidik, E. (2009). Õpikeskkonna kujundamine haridustehnoloogiliste vahenditega. K. Pata, & M. Laanpere (toim), Tiigriõpe: Haridustehnoloogia käsiraamat (pp. 11–30). Tallinn: TLÜ informaatika instituut.

https://andreybabichev.wordpress.com/2018/10/16/teine-teema-ulesande/

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