Digital educational landscape

from Wikipedia, the free encyclopedia

Digital educational landscapes describe the use of disruptive digital technology in the secondary, tertiary and quaternary education sectors, which are expressed in variously combinable, sometimes mutually exclusive, digital learning scenarios. Examples of such scenarios are integration, enrichment, open educational practice and game and simulation. Various instruments of differently developed virtuality, such as augmented or mixed reality, are used in these.

Within the instruments of the digital educational landscape, the numerous forms of e-learning are popular, in which electronic or digital media are integrated into the learning process. Further instruments are digital learning routes and zones with which work-place-integrated learning can be designed and the Quaternary education sector is addressed. Through the use of disruptive digital technology, digital educational landscapes make a significant contribution to the development of social life and the world of work towards work-life blending. These are designed through the use of modular systems with open platform architectures for learning and video management (LMS / VMS). These are expressed in particular through their integration and scalability options. Other components also include digital communication and learning software, as well as authoring hardware and software solutions, primarily for creating computer-aided design (CAD) data. In the following, the scenarios, instruments, the disruptive influence on society and the structure are described in more detail.

Digital learning scenarios

Digital learning scenarios are seen as an expression of digital educational landscapes. They aggregate digital learning elements and formats, whereby they can be presented as competing, ie mutually exclusive, or as combinable.

Mutually exclusive digital learning scenarios of the digital educational landscapes are:

  • enrichment
  • integration
  • Online learning

Combined with other digital learning scenarios are:

  • Interaction and collaboration
  • Open educational practice
  • Game and simulation
  • personalization
  • Self-study.

The eight learning scenarios of digital educational landscapes are explained below:

enrichment

The learning scenario of enrichment is an introduction to digitized forms of learning. Digital media are added to conventional courses so that learners can use digitized learning resources and learning platforms to study the subject matter in more depth. Examples of this are digital learning readings, scripts, recordings, learning programs, tests or the integration of digital boards.

integration

When conventional and digital learning and attendance phases complement or alternate with one another, hybrid forms of learning arise in the learning scenario of integration. These are closely linked to the flipped classroom, in which the teaching content is initially conveyed through online media and this is deepened in face-to-face phases. The digitized learning phases, which contain complex digital learning media such as audio or video podcasts, can be supplemented by online tutors or moderators. The degree of virtuality is significantly higher in the integration learning scenario than in the enrichment learning scenario. Through the use of blended learning methods, learning locations, times and speeds can be chosen by the learners themselves. Teachers rely on cloud-based audio tools such as VoiceThread; as well as video production like iMovie or Dropcam to record important components like voice modulation or body language.

Online learning

Offers that are used at least almost completely online and accordingly only contain little or no presence phases fall under the online learning scenario. Examples of this are e-lectures, online seminars, MOOCs, video conferences, the use of collaboration software, the use of forums, chats or social media. The target group refers primarily to those interested in further training, as these instruments can be optimally combined with their professional activity. Compared to the learning scenario of integration or approach, online learning has the highest degree of virtuality. However, due to the creation, coordination, maintenance and post-processing of the content, this learning scenario is quite labor-intensive and associated with high costs. The offers are particularly used in structurally weak or large-scale countries, as well as in countries with high educational costs. In Germany, however, the problem is a legally binding assessment and performance records.

Interaction and collaboration

When online learning phases are combined with face-to-face phases, the learning scenario of interaction and collaboration is often used in these hybrid forms of learning. In this learning scenario, both online services such as messengers, social media, wikis, podcasts, etc., and collaboration applications for simultaneous interaction, e.g. B. Peer learning, joint development of case studies or problems, use. The high degree of interaction and collaboration also allows the realization of complex learning goals according to Bloom's taxonomy .

Open educational practice

Open educational practice is closely linked to Open Educational Resources (OER), ie the use of freely accessible learning materials and media. In addition to free access, enabling collaborative and flexible learning processes is elementary. The biggest advantage of the scenario is the quick and uncomplicated utilization of learning materials.

Game and simulation

The scenario includes various forms of gamification or game based learning (GBL), with a synthesis between the acquisition of knowledge, skills and abilities as well as digitized interactive learning games and simulations. The examples of this are very diverse in nature. Massively multiplayer online games, role-playing games, gesture-based games, online simulation games, etc., as well as interactive visualizations in different realities with different output devices, such as the VR helmet, data glasses, tablets, etc. Gamification can significantly increase the motivation and productivity of learning because it involves learning tasks become a challenge and the learning achievements are rewarded. Simulations have the advantage that they can cover health-endangering and cost-intensive scenarios without risk. This can be the case when dealing with hazardous substances, dangerous or very responsible situations. In addition, certain environmental and exceptional scenarios can be displayed, which in reality are difficult or impossible to train.

personalization

In the personalization learning scenario, learning formats are adapted to individual learning needs. Adaptive learning environments take on a separate role in which both learning materials and tasks are tailored to the individual needs of the learner. Learning analytics, ie the measurement, collection and evaluation of data on learning progress in order to develop strengths, weaknesses, performance prognoses and learning barriers, are also included. B. in the form of an intelligent tutor system, used. In this way, missing learning goals can be prevented and drop-out rates can be reduced.

Self-study

The focus of self-study is on both the learner and the self-directed learning process. In this, learning goals can be defined independently, learning resources can be organized and tasks can be solved individually or in groups. The learning process documentation is also included. The lecturer takes a back seat in the process of self-study, but can provide impulses. Self-study includes situational forms of learning as well as devices such as smartphones, tablets, notebooks and the use of appropriate learning applications with which z. For example, short breaks in the daily routine can also be used efficiently and face-to-face learning can be supported. The learning location and learning materials can be used asynchronously, ie with full flexibility in terms of time and space. Diagnostic e-assessments reveal deficits of the learner in advance, which can then be compensated by additional learning offers. The resulting e-portfolios then enable the selection, evaluation and visualization of learning process data.

Instruments and their realities

Realities

For the eight mentioned scenarios of digital educational landscapes, instruments are used in different realities, such as augmented reality , augmented virtuality and mixed reality :

Augmented reality

Augmented Reality is an interactive experience in a real environment. In this, objects from the real world are supplemented auditory, visual, somatosensory, olfactory or haptic by computer-generated perception information. This complement is seamlessly interwoven with the physical world so that an immersive aspect of the real environment is perceived. Augmented Reality changes the perception of the real environment, while virtual reality completely replaces the real environment with a simulation.

Augmented Virtuality

In augmented virtuality (AV), physical elements, e.g. B. People are integrated dynamically and in real time into the virtual world. This is achieved u. A. by streaming videos from physical rooms or the 3D digitization of physical objects.

Mixed reality

Mixed Reality (MR) describes the merging of the real and virtual world, leading to new environments and visualizations in which both physical and digital objects exist and interact next to each other. MR encompasses the full reality-virtuality continuum apart from exclusive reality and exclusive virtuality. The most important forms of MR are augmented reality and augmented virtuality, although these can mix with one another.

Instruments

The realities mentioned influence the instruments of the digital educational landscape. The most important are explained below:

Just-in-time teaching

Just-In-Time-Teaching (JiTT) is an educational instrument that is used in digital educational landscapes, in which it uses the feedback between teaching in an educational institution and self-study at home to prepare for the next lesson. In this way, lessons can be adapted to the circumstances and efficiency improved, so that the motivation of the learners also increases.

Interactive digital learning routes

A digital learning route, also called a learning path, describes an instrument of the digital educational landscape in which a learning process is graphically visualized. It is also the processing order for the teacher. Expectations and topics that are necessary to complete the route become clearer with the help of a learning route and at the same time have a motivating effect for the learner. Learning routes can be displayed in different ways. In addition to horizontal, vertical and tabular learning routes, the connection with gamification elements has established itself, which can strengthen the motivating effect. Further examples of this are applets, dynamic worksheets, puzzles, experiments or interactive tests. The prerequisites for creating a learning route are the development of didactic-methodical questions as well as the determination of learning requirements and individual learning objectives. Learning routes promote the independence of the learner and are also suitable for checking learning objectives or for concluding learning topics.

Indoor localization

The indoor localization (IPS) is a network of digital instrument formation landscapes, which enables the location of people and objects in which the usual satellite technology can not be used. This is the case when positioning is to be used in multi-storey buildings, narrow streets or underground locations. So far there are no uniform standards as these depend on the spatial dimensions, building materials used, accuracy requirements and budget constraints. The location is mainly done with WLAN or Bluetooth antennas and can be done using smartphones, digital cameras or smartwatches. Purposeful installations with relays and radio beacons, which are strategically distributed over a defined space, are important. Other radio, optics, acoustics or magnet technologies can also be used. In the education industry, indoor localization can not only help learners to find relevant rooms, learning materials or appropriate contacts, but also serve as a tool for interactive learning routes.

Digital learning environments

The emergence of digital learning environments was particularly shaped by technological developments. They serve as instruments of the digital educational landscape. It is understood to mean the entirety of digital resources, ie computers, storage, software and systems, which are used to manage an academic enterprise and to support, activate or manage learning.

E-learning

Within the digital educational landscape, e- or electronic learning describes numerous forms of learning “in which electronic or digital media are used for the presentation and distribution of learning materials and / or support for interpersonal communication.” E-learning variants include web and computer-based options Learning, authoring systems, simulations, video conferences, teleteaching, learning management systems, learning content management systems, content catalogs, digital learning games and audience response systems. Forms of expression can be divided into virtual teaching, blended learning, content sharing, learning communities, computer-supported cooperative learning, web-based collaboration, virtual classrooms, interactive whiteboards, business TVs, rapid e-learning, process visualization, 3D infrastructure platforms, etc.

Mobile learning portals

Mobile learning enables learning with mobile media in digital educational landscapes, which means that learning is independent of time and place and complements e-learning. The learning content should be structured as small nuggets. In addition, possible disruptive factors such as ambient noise and interruptions in the learning process must be taken into account when designing the concept. Mobile learning became particularly well-known through vocabulary training apps for smartphones.

Microlearning

Microlearning is established in the field of e-learning and addresses the learning of skills in short and concise learning segments. A learning unit usually only consists of 10–15 minutes, sometimes significantly shorter, and is structured in independent units. Common formats are digital flashcards, podcasts, educational games, videos and others. The learning method has the advantage that the user can concentrate on a few and relevant information. Due to the short learning period, the maximum concentration of the user is achieved. In addition, the user receives immediate feedback immediately after each learning unit and can thus enjoy the learning progress made.

Learning management and video management system

Learning management and video management systems are used in digital educational landscapes for administration, documentation, tracking and reporting of learning statistics. Video files are collectivized for teachers and students and can be used by stationary and mobile devices via (live) stream. In this way, learning content can be provided, learning processes can be organized accordingly and communication between learners and lecturers can be made possible. Content can be lectures, materials for flipped classroom recordings, events, guest presentations, webcasts and others.

Disruption

The use of digital technology within educational landscapes shows u. A. disruptive results within work and organizational models and in knowledge transfer. Frithjof Bergmann's organizational approaches and working models are increasingly emerging not only within the discourse on the world of work 4.0, but also on digital educational landscapes . Bergmann was concerned with the relationship between ends and means. While during the industrial revolution the purpose of work was to accomplish tasks and the means were people as tools, Bergmann turned the concept around, with work being the means for people to develop. According to Bergmann, the central point is above all meaningful work that corresponds to individual interests and convictions. Here the line between work and private life blends into work-life blending. Analogous to this, digital learning scenarios with the various instruments of the digital educational landscape in their different realities contribute to the fact that learning within daily life and within work becomes blurred. Achieving both is a current challenge in personnel and digital learning management. Disruptive digital technology is making a significant contribution to this development, as it affects not only the areas of social life but also the world of work and learning. For example, the use of the laptop makes the workplace and study area mobile and can also be operated from home or from other locations, so that work, study and private life are no longer spatially separated from one another in this area. Both companies and educational institutions are reacting innovatively to the Internet and other disruptive technologies and promoting flexible work and learning organizations in order to give employees and students creative freedom. Examples of this are holocracy, dual operating systems or the working-out-loud learning method.

From the synergies of virtual learning platforms and real learning locations, transformative cells can arise in which both core competencies are imparted and transformation knowledge is built up. A transdisciplinary collaboration between various institutions and actors takes place in these cells. In current educational research, the KMGNE, funded by the Robert Bosch Foundation, will address how the resilience and learning ability of transformative cells can be measured and expressed within digital educational landscapes.

The knowledge economy and knowledge transfer are also influenced by this change. Expertise is not only a prerequisite, but also exchange and ongoing training, as the half-life of knowledge decreases and complexity increases. The sharing or dissemination of knowledge and the provision of problem solutions, as well as knowledge management itself, are therefore becoming increasingly important. Current challenges are therefore particularly the organization and the availability of knowledge. This can take place within or between institutions. The knowledge is contained in organization members, tools, tasks, subnets and sometimes difficult to articulate. In both the business and education sectors, knowledge transfer can be expressed in technological platforms, market experience, management know-how, corporate and educational cultures or other intellectual capital that influence competence.

Individual evidence

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