Introduction
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Learning with New Media and Digital Learning Objects
Learning with digital media is a central element of learning in the 21st century. In European homes the use of computers and the internet is wide spread particularly amongst children and teenagers. New technologies have the potential to change the teaching and learning processes, because pupils of today’s “net-generation” are familiar with technology and have a variety of information sources at their disposal. Integrating technology with learning leads to a change in the learning culture (Downes, 2009, http://www.downes.ca/news/OLDaily.htm). The basis for this new way of learning is the ability to effectively search for information and then synthesize and evaluate the information critically. The use of “meta competences” together with the methodology requires a different didactical approach to learning. E-Learning therefore provides a unique opportunity to promote the discussion on a new culture of learning. The use of new media represents a special challenge to the learner (a self-responsible and cooperative learning environment). Besides the self–regulation and cooperation learners must also develop a media competence in order to be able to evaluate and communicate the available information critically. At the same time media competence is a prerequisite in a variety of jobs and is regarded as a key qualification for the information and communication society. Media competencies can be effectively utilised by pupils when they are introduced to the pupils an early stage in school and classes.
Over the past five years, the field of digital learning has improved with advancements in content, technology and pedagogy. The use of new media has been intensified in all education fields. One of the advantages of using new media in education is that it supports new forms of teaching and learning (autonomous learning, cooperative learning) as well as the opportunity to assist pupils individually. Apart from various scopes of design and flexible usage as well as the possibility of simulating real situations, the use of new media in education also provides the basis for self-regulated learning from the individual to a mixed modal classroom. This process, this flexibility are essential building blocks for lifelong learning.
In spite of the advantages of using new media in education, differences have emerged in the various European countries with regard to e-learning activities in schools (see TAB report, http://www.itas.fzk.de/tatup/063/tab-news.pdf). This is partly based on the different ICT-abilities of the teaching personnel. The TACCLE Survey, http://www.taccle.eu/content/view/12/35/lang,en/ in an inquiry of teacher practice, revealed that although a great percentage of teachers use computers and internet for classes, the application is restricted to the use of Word (text processing) and Power Point (presentation). Many of the interviewed teachers indicated that they needed further training in the didactic use of digital learning resources they wanted to learn digital tools for creating material of their own.
The Project INSPIRE
The EU-project INSPIRE is funded by the European Commission within the framework of the Programme for Lifelong Learning (LLL), http://en.wikipedia.org/wiki/Lifelong_learning. This programme was launched within the Lisbon strategy and is to support the reinforcement of different key competences.
The EU-project INSPIRE pursues two essential goals
One aspect of the INSPIRE investigation addresses to what extent does the use of digital learning objects in Maths Science & Technology (MST) classes influences or changes the motivation and interest of pupils. One of the key elements forming the basis of the INSPIRE project is the observation by the EU education institutions that pupils have little interest in MST classes and – as a result – also do not strive to study or excel in this field. For this purpose INSPIRE provides 60 digital learning objects on the project’s platform, which the participating teachers are encouraged to employ and evaluate in classes based on the curriculum.
The provision of learning objects leads to the second aspect of the INSPIRE investigation which is how effective are the learning objects and what conditions are needed in schools to promote the optimum use in MST classes. The project has a duration of two years and the investigation phase in the schools extends to the school year 2008/2009. The evaluation of the learning objects and their use takes the form of a survey with questionnaires; schools from Austria, Germany, Spain, Lithuania and Italy participated in this investigation.
In the course of this project teachers have agreed to use the predetermined learning objects and not their own materials. In order to guarantee the sustainability of the project, an international summer school was planned for the time after the investigation phase, which enables the participating teachers subsequently to create their own learning objects for their classes and to provide these also – packaged in pedagogical learning scenarios – for exchange with other instructors.
In addition, the INSPIRE handbook is to support interested teachers to adopt the creation and employment of learning objects independently. By using the contents explained in the handbook teachers shall not only gain insight into the terms of digital learning, but also perceive the possibilities of using digital learning objects in class by the documented experiential reports and best practice examples.
Summary of the Inspire Project
Summary of the Inspire Project, Yves Beernaert
Contributors
Marion Obermüller, Yves Beernaert
