Media Education Centre University of Helsinki

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Media Education CentreUniversity of Helsinki

• I D L E s

Seppo Tella
Seppo Tella, 1
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Translocalism
Artifacts
Virtual school
Addressivity
Virtuality
Communalism
Public sphere
Dialogic commu- nication culture
Virtual pedagogy
Virtual togetherness
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
Networked consciousness
Globalisation
Intellectualisation
Individualism
IDLEs
CSCW, CSCL
Telework
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Words, words, words...

• Groupware (ryhmätyöohjelmisto)
• CSCW/CSCL (Computer-Supported Collaborative
  Work/Learning)
• Telework
• IDLE (Integrated Distributed Learning
  Environment)

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Some Examples of IDLEs

• CSILE (Computer-Supported Intentional Learning
  Environment) -gt Knowledge Forum
• FLE (Future Learning Environment)
• ACT (Asynchronous Collaboration Tool)
• BSCW (Basic Support for Collaborative Work)
• WebCT, Blackboard
• LearningSpace
• Proto, Telsi, R5 Generation

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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

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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)

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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?

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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-learnin
  g (TSL) process? (cf. virtuality, virtual school)

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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?