While we were working on a rapid e-learning project we needed to embed some video content we produced in to the e-learning pages.

The rapid development tool already had a player and required the video content to be encoded to very specific criteria. While we do often use Adobe Flash CS3 we were looking for an encoding product that could allow us more options for importing and exporting different file formats.

My colleague Andy stumbled across this excellent FREE tool called SUPER © and it has panned out to be the bees knees.

If you want to transfer content from one format to another. For example, an AVI file off your digital video camera in to Flash flv for use on the internet then this is a product that will allow you to do it.

I have to admit when I went to the web site I felt a little uncomfortable about downloading the product. It’s a busy web site where fancy design and layout is not a big factor. The way it navigates and is laid out didn’t give me a good feel but these guys clearly know their subject. With the persuasion of my colleague my mind was settled and I went forward with it.

I have gone through the process of downloading and installing it twice now and both times it has been easy to do with no problems so don’t have the same fears as I did.

You can find it at http://www.erightsoft.com/SUPER.html

If you need a comprehensive, yet relatively easy tool to convert (encode) or play any Multimedia file with outstanding results, then SUPER © is what you need.

We have used it to convert some AVI files in to Flash to play in our online e-learning tool and it produced some very light (small in terms of file size) flv’s of an excellent quality.

July 14, 2008 |

Apple really did a great job coining the terms “podcast” and “podcasting.” In some ways, these terms have become as widely used as when we say “Kleenex” instead of “tissue,” or “Xerox/Xeroxing” instead of “making reproductions on a copy machine.” A podcast is really just a type of digital media file which plays audio in a browser or on a portable device.

But podcasting has gone high-profile! Which do you think sounds better when you’re at an e-Learning conference surrounded by other learning and training professionals?:
“Why John, we have been using podcasts for a while now in our online training programs, how about you?”

“Why John, we have been using audio for a while now in our online training programs, how about you?”

As many people know, the two most popular podcast formats are mp3 files and m4a files. If you are an Apple enthusiast, you will say Apple’s m4a file is really the only true podcast audio file, but when most people talk about podcasts or podcasting they are referring to mp3 files as well. And it just so happens that the mp3 file format is more widely used and supported.

In the last few months, a couple of academic papers and studies have questioned the learning effectiveness of podcasts. While most students, learners, companies, training managers, and instructors seem enthusiastic about using and applying this technology, other factors can inhibit their effectiveness and use. For example, the podcast medium (by nature) is one-sided, because most learners are listening to only part of a lecture—an explanation or briefing—which is not an interactive activity in and of itself.

Creating a podcast also requires decent equipment, extra software, and knowledge of how to record and edit audio files. So podcast creation is a skill many e-Learning developers may not have. It also helps to have your own voice talent or (if you are doing video podcasting) access to professional models. Let’s face it, your company’s subject-matter expert may be the most knowledgeable person in the entire industry on XYZ circuits, but they may not present very well in audio or video.

Additional factors, relating to the type of information in the podcasts, can complicate their execution and deployment. For example, the:

Type of audience (such as field personnel who use mobile devices exclusively).
Level of security needed (such as secure RSS).
Delivery methods required (such as product briefings via Blackberry).
Most training project managers understand that such factors translate into additional money that will be needed to develop their training.

At this point, you’re probably thinking, “Dave, you’re pretty down on podcasts!” And that is not true! I am proud to say that SyberWorks has three different podcast series:

The SyberWorks e-Leaning Podcast Series.
The SyberWorks LMS e-Learning Implementation Podcast Series.
The e-Learning Lingo Podcast Series.

In our e-Learning development division, we produce all types of audio and video for our clients as well.

But now, you are saying, “Okay Dave, but can podcasts work with a learning management system (LMS)? A good LMS can track and manage all types of web content: audio, video, podcasts, synchronous or asynchronous e-Learning, instructor-lead training, web conferencing, study helps, or traditional offline training. The SyberWorks LMS tracks and manages all of these types of web content, and more.
So where might podcasting fit, in your own e-Learning environment? I see podcasting as one of many items in the tool box that supports your online training and overall training objectives. It can be used as a study-help aid, or as a performance-support tool that can be integrated into online courses and larger training programs. Finally, podcasts should be developed and integrated with the same level of diligence and care that is used to create any other study-help materials, performance-support information, or learner evaluations. Okay, so that should settle it, I really do think podcasts and podcasting have a place in e-Learning, and in your company’s training programs.

Dave Boggs is the founder and CEO of SyberWorks, Inc. (http://www.syberworks.com). He has been involved with computer-based and web-based training for more than twelve years. Before founding SyberWorks, Dave was the VP of Sales and Business Development for Relational Courseware. He holds a Bachelor of Science degree in Physics from Union College in Schenectady, NY, and an MBA from the Kellogg School of Management at Northwestern University in Evanston, IL.

Article Source: How does podcasting fit into a company’s training programs?

Artful facilitation requires awareness and action at all levels: physical, thinking, emotional, intuitive, energy, spiritual and synergistic.

Great tips on how to be an effective facilitator.

I think a few years ago, when there was the second boom of eLearning, it was strategic to have such a title. However, lately I found that it limited me more then anything, and more often then not, I was grouped with the IT people rather then the education, training and performance people. Of course I'm a bit of both, and this new title is more representative.

And perhaps also strategic. Since we can learn just about anywhere, anytime and with a multiplicity of methods, the idea of segregating the "eLearning" for the rest of the learning process is in my opinion quickly becoming outdated. A comprehensive learning strategy will have a blend of various learning solutions.

Das Buch konzentriert sich auf Grundlagen, also darauf, was man wissen und können sollte, um tragfähige Blended Learning-Konzepte zu entwickeln, denn: Das einer Blended Learning-Umgebung zugrunde liegende didaktische Konzept und nicht die zur Umsetzung herangezogene Technik bildet das Fundament, dessen Kohärenz über Akzeptanz und Erfolg einer Lernumgebung entscheidet.

Vor diesem Hintergrund trägt das Buch lernpsychologische Erkenntnisse zum Lernen generell und zum Lernen mit digitalen Medien sowie die großen Paradigmen des Lernens und verschiedene Lehr-Lernmodelle mit ihren didaktischen Empfehlungen zusammen. Diese Grundlagen werden auf ihre Tauglichkeit für die Entwicklung von Blended Learning-Konzepten hin überprüft und in kompakter und verständlicher Form dargestellt. Die aktuelle Situation der Aus- und Fortbildung von Lehrenden sowie Beispiele für Blended Learning in der Lehrerbildung umrahmen den Kern des Buches, der für alle interessant sein dürfte, die eine Lehrtätigkeit in Schule, Hochschule, Weiter- oder Erwachsenenbildung innehaben.

Quelle: http://www.pabst-publishers.de/Psychologie/Buecher/3899672615.htm

Pabst Science Publishers Eichengrund 28 D-49525 Lengerich

Since joining Learning Pool the railway network has become a big part of my life.  Don’t worry, I’ve not turned into a train spotter (although I’ve seen quite a few on my travels).  I use the train as a way of getting around and, when everything is running smoothly, I think it’s a wonderful way to move thousands of people and goods all over the country.

But what does the rail network have in common with e-learning?  At first glance, not a lot. But, whilst sitting on the platform at Preston station this week, it suddenly struck me.

There were hundreds of people moving through the station, arriving, departing or changing trains.  Others, like me, were patiently waiting on the platform, contemplating life or just thinking about what to have for tea.  We all had one thing in common, we needed information.  Train times, platform changes and many types of other essential information for our journeys were supplied through electronic notice boards, leaflets, posters, nasally tanoy announcements and, by far the most important element, other people (“Did you hear what that announcement said?  No, me neither.”)  National Rail has its own ‘blend’ to deliver the information.

The human element in the blend is vital.  In the digital age of Facebook, Bebo, and MySpace plus instant messaging and blogging it’s easy to get carried away with the technology.  E-learning was once a solitary affair with learners accessing courses and little else but now, by combining a Learning Pool DLE with your e-learning, you can have the flexibility to deliver your courses whilst also enabling your learners to communicate with each other via discussion forums, polls and wikis.  They can also access supporting materials such as glossaries and links out to other documents or websites.  You get the option of assessing your learners and gathering the all important feedback.

How you create your own unique ‘blend’ of learning is up to you, but don’t forget the human element.  No matter what the next technological development will be, we all like the human touch.  Now then, beans on toast it is.........

John

Weiterbildung – ein Leben lang / Hrsg. Bundesagentur für Arbeit. - Reihe Beruf Bildung Zukunft (BBZ). Informationen für Arbeitnehmer/innen, Ausg. 2007/2008. - 68 S.: Ill., graph. Darst.
via Deutscher Bildungsserver | Download (PDF, 1,2 MB)

Aus dem Inhalt:

• Welche Weiterbildung passt zu mir? (z.B. Weiterbildung zur Anpassung, Studieren ohne Abitur, Wissenschaftliche Weiterbildung, …)
• Viele Wege führen zum Ziel (Überblick der Lernformen, Lernen nach Plan, E-Learning, Blended Learning, Fernunterrricht, Bildungsurlaub, Sabbatical)
• Recht und Förderung (und Finanzierung, Bildungsurlaub, Ausland, …)
• Durchblick im Weiterbildungsdschungel (Entscheidungshilfen, Weiterbildungstests, …)
• Stichwortverzeichnis (eher eine Seltenheit in Broschüren)

Connected: The Movie - Abilene Christian University

Sure, it's a bit campy. Sure, some features aren't available on the iPhone yet. But the basic concepts are pretty much what I had in mind.

Among things I like in the video:

• The very notion of student empowerment runs at the centre of it.
• Many of the class-related applications presented show an interest in the constructivist dimensions of learning.
• Material is made available before class. Face-to-face time is for engaging in the material, not rehashing it.
• The technology is presented as a way to ease the bureaucratic aspects of university life, relieving a burden on students (and, presumably, on everyone else involved).
• The "iPhone as ID" concept is simple yet powerful, in context.
• Social networks (namely Facebook and MySpace, in the video) are embedded in the campus experience.
• Blended learning (called "hybrid" in the video) is conceived as an option, not as an obligation.
• Use of the technology is specifically perceived as going beyond geek culture.
• The scenarios (use cases) are quite realistic in terms of typical campus life in the United States.
• While "getting an iPhone" is mentioned as a perk, it's perfectly possible to imagine technology as a levelling factor with educational institutions, lowering some costs while raising the bar for pedagogical standards.
• The shift from "eLearning" to "mLearning" is rather obvious.
• ACU already does iTunes U.
• The video is released under a Creative Commons license.

Of course, there are many directions things can go, from here. Not all of them are in line with the ACU dream scenario. But I'm quite hope judging from some apparently random facts: that Apple may sell iPhones through universities, that Apple has plans for iPhone use on campuses,  that many of the "enterprise features" of iPhone 2.0 could work in institutions of higher education, that the Steve Jobs keynote made several mentions of education, that Apple bundles iPod touch with Macs, that the OLPC XOXO is now conceived more as a touch handheld than as a laptop, that (although delayed) Google's Android platform can participate in the same usage scenarios, and that browser-based computing apparently has a bright future.

Kijk vooral eens naar p31!
http://www.ipv.be/media/docs/startersgids.pdf

Op onderstaande link kan je in hoofstuk 15 ook heel wat nuttige info vinden inzake aanpak van blended learning:
http://rechten.uvt.nl/ictrechtenonderwijs/upload/4620041432496135890483.pdf

On the surface Web 2.0 technology ticks all our boxes – it’s about facilitating information sharing, creativity and (ding! ding!) collaboration. Sound like anyone you know?

But, as a none techy marketing person, I have to admit to sometimes being a bit bedazzled by the seemingly endless possibilities that technology can offer. I’m still referring back to the manual to find out what else I can do with my playing card sized digital camera, 6 months after purchase. I’ve just found out I can record videos with it…

And that’s why I love Web 2.0 . I can understand it, I can see how the technology is relevant to me and my work, and I can see what fun we can have with it.

We learnt that the technology is not just for the MySpace generation but how it could also be used whenever anyone, be it in a personal or business context, wants to interact with others. It’s about the world wide web allowing interactivity and, in true LP styley, creating a virtuous circle of uploading, downloading and general collaboration and networking.

So we’ve got a few ideas of things we could do. Online collaborative authoring, anyone? How about an online picture library where you upload your images, we upload ours and we do a deal with a reputable picture library to give you access to hundreds of fab images, all as part of your subscription price? (Actually we’re already doing that one – we’ll be launching it in a few weeks).

We’re going to create more podcasts by filming and recording you at our events and account meetings (you have been warned) and we’ll be featuring more of what you’re doing Web 2.0 wise too, using your Learning Pool DLE.

So thank you to Jeff at Quadriga consulting and all the other speakers for a fab conference. Check out Jeff’s blog for more on Web 2.0 and social networking.

Oh, and I also learnt what a MASH is. Take a whole load of different Web 2.0 elements and mix and mash them together to create something that’s bigger and better than the individual parts (sounds a bit like blended learning to me). Brilliant.

Janet

Blended Learning’s contribution to the eLearning discussion is a simple one. It forcefully makes the point that delivering learning online is a pragmatic not a dogmatic solution, that eLearning works fine in a mixed economy of learning, and that it doesn’t replace but supplements traditional modes of delivery. This point may seem obvious from the standpoint of 2008, but six or seven years ago it needed to be got across to educators, and BL performed that function.

(It’s for this reason that Blended Learning is best understood as simply a mix of on- and offline learning delivery. This definition clarifies BL’s place in the eLearning landscape, whereas other definitions that have been suggested - such as the blending of distinct web-based modes, or the blending of pedagogical approaches - actually obfuscate BL’s role.)

A blended approach makes sense in many scenarios because some types of learning simply ARE best delivered face-to-face: children will always need some physical schooling; learning ceramics, taekwondo or CPR will always demand hands-on teaching. eLearning in turn can help wherever learners are geographically dispersed, or on the move, or having to fit their learning around their work or domestic obligations - as well as putting enormously powerful exploration, research, communication and community-support tools into the hands of learners themselves.

There are cost factors to be balanced here too. eLearning can have high fixed costs, especially if sophisticated learning objects or simulations are involved, and so may only be cost-effective where there are large numbers of learners or where courses have a long shelf-life. Face-to-face sessions on the other hand may appear inexpensive to run but do not scale up well and will always carry high variable costs in the form of transport and accommodation overheads. A blended learning approach which combined high eLearning fixed costs with high face-to-face variable costs would be difficult to justify from a cost-effectiveness point of view.

In diesem Zusammenhang sind die Tagesseminare zu e-Learning und Web 2.0 des Kompetenzzentrums "E-Learning/Multimedia" der Freien Universität Berlin möglicherweise ein guter Tipp.

14.06.08: Web 2.0 in der Aus- und Weiterbildung / für Dozent/innen

28.06.08: e-Learning Einstieg für Dozent/innen

28.6.08: Einführung von e-Learning in der Weiterbildung

Falls jemand hingeht – ein Kommentar bei uns im Anschluss an die Seminare wäre prima!

Wir evaluieren uns zu Tode: Möglichkeiten und Grenzen der Bewertung von Online-Lernen. Eine Meta-Evaluation

Eine - ich schrieb es bereits - (er)frische(nde) Promotionsschrift, ganz und gar nicht dröge.

Erinnern Sie sich noch an die Sprachlabore der 70er Jahre? Und in den 80ern der Einzug von PC's? Die 90er mit dem Beginn des WWW? Die Einführung von ISDN und "Schulen ans Netz" Mitte der 90er? Wikipedia? Lebenslanges Lernen als Schlagwort? Medienkompetenz als Schlüsselqualifikation? Blended Learning? (Sie merken, wir nähern uns der Gegenwart.)

Hier ein Auszug aus dem Fazit der Dissertation, welches wenig überraschend anmutet und bestätigt, was ich immer wieder bedauere: die Nichtevaluation von Nachhaltigem Lernen.

Die Aufmerksamkeit der Evaluation wurde in den meisten Fällen
eher auf die Methodik und auf formale Aspekte gerichtet. Dies wird vor allem dadurch erkennbar, dass die unterschiedlichen Dimensionen des Konstrukts Lernerfolg nicht berücksichtigt worden sind. Viele Studien bezogen sich in der Formulierung ihrer Lernziele nur auf die niedrigen Stufen der kognitiven Prozesse. Die Messung von Kompetenzen war dabei jedoch nicht möglich.

Wie steht's bei Ihnen? Haben Sie ein Konzept zur "Beweissicherung" von Nachhaltigem Lernen? Wie sichern Sie den Lehr-/Lerntransfer über den Seminartag hinaus? Schreiben Sie einen Kommentar, es interessiert sicher viele.

The Blend XL EU funded project

Teaching (extra) large groups of students is an increasingly common phenomenon in higher education. Especially in the first year of study, many students follow introductory courses or core modules.

These courses are often taught in large groups in big lecture theatres. This arrangement is often found de-motivating and impersonal by students and teachers. A general lack of communication is one perceived problem but there are more.

As a result, success rates on the exams are usually low as well as student retention rates. In engineering studies, for instance, high drop-out rates have been leading to a serious shortage of engineers at a European level.

The Blend-XL project addresses these challenges and problem areas. The idea behind the project is that large-scale education can indeed be made more motivating and more personal through the effective use of technologies, media and tools.

This is a three-year EU funded project in the Minerva programme. ‘Blend’ in the title is a reference to the development of blended learning and teaching. This ‘blending’ is done on a variety of dimensions such as pedagogy, design, delivery, technology.

Stellt euch mal vor, ihr würdet die Möglichkeit bekommen, eure Schule neu zu organisieren... Ihr als Schüler und Schülerinnen entscheidet selbst, was gut für euch ist.

Wie würde das Lernen dann aussehen? Wie lernt ihr am besten? Gibt es dann noch Lehrer die vor der Klasse stehen und lehren oder funktioniert das auch anders? Würdet ihr moderne Technologien fürs Lernen einsetzen oder in Projekten gemeinsam lernen? ...

Einige Mädels haben sich Gedanken gemacht und beschrieben, wie sie sich ihre Schule gestalten würden. Ich möchte die Ergebnisse hier in Stichworten zusammenfassen:

• Klassenzimmer sollten viel gemütlicher sein. Darin waren sich die meisten einig. Sofas und Stehpulte sollten die übliche Einrichtung ergänzen, damit das Klassenzimmer ein Ort wird, an dem man sich gerne aufhält.
• In jedem Klassenzimmer sollte mindestens ein PC sein, besser wäre aber noch ein Klassensatz Laptops mit denen viel gearbeitet werden sollte. Damit verbunden wurde auch das Lernen mit Computerprogrammen erwähnt.
• Einig waren sich viele darüber, dass Lehrer/innen bleiben sollen, weil sonst evtl. gar nicht gelernt wird. Allerdings sollten die Lehrer/innen eine bessere Pädagogik-Ausbildung erhalten, damit sie sich nicht "fertig machen" ließen. Und damit sich verbeamtete Lehrer nicht "darauf ausruhen", sollte es möglich sein, den Beamtenstatus abzuerkennen. Zur Unterrichtsmethodik gab es unterschiedliche Meinungen. Die einen wollten mehr Gruppenarbeit, die anderen mehr Frontalunterricht. Und eine würde gerne mehr Seminararbeiten machen. Im großen und ganzen waren aber alle für einen abwechslungsreichen Unterricht.
• Zum Thema Abwechslung gab es weitere Ideen: Mehr raus aus dem Klassenzimmer zu gehen (z.B. Unterricht unter freiem Himmel); Exkursionen machen, z.B. zu Ausstellungen zu reisen oder das echte Berufsleben eines Fachs zu erleben (für den realen Bezug), indem man z.B. "richtige" Mathematiker trifft.
• Viele haben betont, dass sie den Lehrplan gerne viel früher selbst bestimmen würden. Es sollte möglich sein, in verschiedene Fächer hereinzuschnuppern (Probestunden) und dann eine Fächerwahl nach den eigenen Vorlieben und der Motivation nach zu treffen. Es gab allerdings Einwände, dass gewisse Fächer schon ins Pflichprogramm gehören sollten. Zusätzlich sollte es mehr interessante neue Fächer geben, wie Film, Theater, Anatomie oder Statistik...
• Die Anzahl der Schüler/innen in einer Klasse sollte kleiner sein.
• Wichtig war auch, dass es mehr die Möglichkeit geben sollte, im Unterricht selber auf Lösungen kommen zu können - also die Förderung von selbstständigem Lernen.
• Weiterhin wurde die freie Zeiteinteilung vorgeschlagen, und dass man ein aus einem Angebot aus Vorträgen wählen dürfte, welche man sich anhören möchte.
• In manchen Fächern - genannt wurde der Sportunterricht - sollte es außerdem keine Bewertung nach Leistung geben.

Ich hoffe, dass ich die wesentlichen Wünsche alle aufgenommen habe. Insbesondere der erste (und meistbestätigte) Wunsch passt zu Gabi Reinmanns aktuellen Beitrag "Die schönsten Gebäude den Schulen und Universitäten" in ihrem e-Denkarium-Blog.

For eksempel bør nettbaserte kurs tilrettelegge for følgende typer kommunikasjon

Student-to-content interaction, which pertains to the ease with which students can access new concepts and interact with the learning material.

Student-to-student interaction, such as communication via instant message, chat, and message boards.

Student-to-instructor interaction, involving everything from ePortfolios to messaging.

I mine wiki-leverte kurs ivaretas dette på forskjellige måter. Du kan se eksempel på det i kurset eGovernment.

Interaksjon med innholdet ivaretas gjennom å bruke nettbaserte tekster, wiki som forbedres eller skapes av deltakerne. Student til studentinteraksjon gjøres gjennom blogger og kommentarer på andres blogger, samt ved diskusjonssiden i wikien. Det kan du se et eksempel på her, der deltakerne diskuterer om en video skal være del av teksten de skriver sammen til eksamen eller ikke. Og i eksamenswikien, der 30 personer sammen skal skrive en tekst, der finner en det kanskje beste eksempelet på samarbeid mellom studentene. Mens student-lærerkontakt ivaretas gjennom spørsmål-svar-sider, gjennom epost/telefon og på disse kursene særlig gjennom fysiske samlinger. Dette er altså mer et eksempel på det som kalles blended learning enn på et rent nettbasert kurs.

Jeg arbeider imidlertid med å gjøre disse kursene mer egnet til full leveranse over nettet, men det tar utrolig mye tid å få til i praksis. Derfor er det kanskje ikke på lufta før til neste år.

I had a great day today, you know the sort of day I mean. One where all the thoughts and debates you've had about the way you'd like to work are vindicated by seeing someone else actually putting this into practice.  I visited an upper secondary school in Sipoo, a town to the west of Helsinki yesterday morning.  The school, and in particular the teacher who hosted my visit have driven forward the use of ICT across the curriculum in a way that has transformed the pedagogy in the classrooms. Juha, the Biology / Geography teacher is justifiably proud of his  modern new school and classroom which has been designed around and to facilitate teaching and learning. A computer at every desk, all networked and linked to the teacher. Desks arranged in clusters of four, facing each other to facilitate collaboration, ceiling-mounted data-projectors (are you listening, SLC ?) big screen, and a document / text-book projection system...

Juha has developed the use of Moodle as the platform the school uses to deliver its course content and administration. Individual courses are within the school site containing all the work for each course, delivered in a variety of ways including lectures, discussions, student presentations and both independent and collaborative work. Juha uses the terms  'blended learning' and 'meld' to describe this pedagogical approach. I found this definition later when thinking about what I'd seen that day...

Blended Learning is learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course.(Heinze, A. and C. Procter (2004).

All the students were very clear on what was required of them for success. They had guidelines for methods from their teacher and deadlines for submission of work. Mind-mapping software allows the students to think out key concepts following introductory teaching on a subject area , and wikis are created (linked to a glossary created by the student explaining important new words) for more in-depth coverage including student - designed questions on the subject matter. The students can see and comment on each others work using this system, and Juha can see everyone's activities from his computer, even changing URL's and messaging to bring pupils back on task where necessary! A record of activity for each student is created, including work done outside of lessons. The teacher can move around the class helping individual students or getting involved in small group discussions where appropriate. All this leads to 'deep' rather than 'superficial'  learning of subject material and is reflected in the assessment regime Juha has developed which allocates half of the marks for the summative element, and the other half for the process involved in the learning (evidence gathered from each student's moodle work record). I saw similar uses of this approach in language teaching, including the use of wikis and some impressive new language lab software on which the teachers were being trained (this school offers English, Swedish, French, German, and is introducing Spanish next year !). Open-source software like Moodle  and its use here has interesting comparisons to be made with the future use of GLOW Learn.

I spoke with many of the students and staff who were very much in favour of this way of working. The atmosphere permeating the school was relaxed  (no uniforms for either students or staff, and first names used by all) and the ethos was one of empowering students with responsibility for their own learning and treating them as young adults. The interaction between students and staff was informal and positive in both the social areas and classrooms. I  came away with the impression that I had seen the type of education I would have wanted my children to have had. Clearly the school and the teaching had been designed with the student absolutely at the centre of everything. Students were even able to take courses independently via the school Moodle site, and the school was almost paperless, with the system taking care of all administration (Juha could even SMS his students' mobiles to remind them of an impending deadline - a whole class in less than a minute). The small photocopier was tucked away in a corner room, hardly used!.

I had a meeting later at the National Board of Education to give me a national perspective on the use of ICT. I will probably write more about this later, but the feel I got was of the significance of government backing and funding for good-quality training for teachers to meet the challenge of teaching their digitally-native pupils.

Getting back to my hotel later, I relaxed in the sauna thinking what a good place it was to reflect on the day's observations. Looking out from this rooftop hot-room over the sights of Helsinki, it crossed my mind that I should be putting down my thoughts and that the Finns should probably have come up with some way of getting computer access into the sauna. But then I thought better of it - why would they do that? No need you see, because  the whole culture here is built on an approach that like the teaching and learning in Juha's classroom is also 'blended'. A time and a place for everything. Finland is a country with an outward looking populace (language education as well as technology is an important part of this) taking the best from the past and mixing it up with the promise of the future. Real joined up attitudes indeed...

Luchterhand-Verlag und Deutscher Bildungsserver haben gemeinsam ein Heft zum Thema „Weiterbildung und Internet“ konzipiert und gestaltet. Das Mitte April erschienene Heft 2/08 der Zeitschrift Weiterbildung befasst sich mit der Art und Weise, in der in der Weiterbildung neue Medien via Internet genutzt werden.

Pressemitteilung vom 21.04.08 des Deutschen Bildungsservers

Die Februarausgabe der Zeitschrift "Weiterbildung", Untertitel: "für Grundlagen, Praxis und Trends", enthält ein Schwerpunktinterview mit dem E-Learning-Experten Christian Stracke: "Web 2.0 bietet neue Chancen für das informelle Lernen".

Unter der Überschrift "Mehrwert Neue Medien" finden sich Beiträge zu "Blended-Learning – kein Angebot für jedermann" und zu "Weblogs – Raum für dynamischen Diskurs".

Das Thema Coaching ist (für EinsteigerInnen) unter der Rubrik "Arbeitshilfen" angenehm übersichtlich aufbereitet. Beantwortet werden Fragen nach den Anlässen für ein Coaching, die spezifischen Merkmale eines Coachingprozesses und sein schematischer Ablauf, etc.

"Was ist das? " in Kürze:

Blended Learning: Lernen unter Einsatz verschiedener Methoden und Medien, so genannte "vermischte Lernformen".

Coaching: Begleitende und beratende Hilfe zur Selbstreflexion und zur Entwicklung der Persönlichkeit

ediscio ...hilft Dir beim Lernen. Du kannst hier in Gruppen und privat Lernkärtchen erstellen und benutzen. Eine intuitive Statistik hilft Dir dann, Deine Lernschwerpunkte zu finden!

Meiner Ansicht nach ist System übersichtlich und intuitiv gestaltet. Hier und da gibt es vielleicht noch Verbesserungsmöglichkeiten in der Navigation, aber im Großen und Ganzen, würde ich gern sofort anfangen damit zu lernen. Abschließend muss ich natürlich noch erwähnen, dass ich das Logo phänomenal schön finde. :)

Bei ediscio geht's übrigens ausschließlich um Lernen mit Lernkärtchen. In die Lernkärtchen können LaTeX-Formeln und per Referenzierung Bilder und Videos eingefügt werden, aber es können keine Dokumente hochgeladen und gelagert werden.
(Über ediscio)

ediscio befindet sich noch im Testbetrieb und es werden TestnutzerInnen gesucht, die helfen, dass System zu perfektionieren. Wer also interessiert ist, kann sich gern anmelden.

Der Beitrag richtet sich an Studierende der RWTH und erklärt das Einrichten der RSS-Feedfunktion im eLearning-Portal L²P.