06 SES 09, Digital Learning Spaces: Hopes and Risks
Designing learning environment for modern learning and teaching includes reflections how to use digital media as well (cf. Ming Tse et al. 2019; Oblinger 2006). Aaccording to Mair's (2017) fundamental didactically findings that that modern learning and teaching have to be student-centred and to cross boundaries between study habits and social behaviour (cf. Cleeg & Williams, 2019; Sailor 2019) our symposium integrates perspective of different aged students at different school levels and at university level. Looking at their statements and behavioural patterns highlights, that current digital practice in teaching and learning processes will need to change in order to meet student expectations and support evolving pedagogical approaches (c.f. Milne 2006; Dowling 2012). As Dowling (2012) mentioned the pedagogy behind e-learning and digital based learning is still orientated on traditional and teacher-centred models of learning. From this perspective, pedagogy neglects the students’ use of emerging web technologies, for example, social networking tools, RSS feeds and aggregation tools, to create personal teaching environments and personal learning environments. The challenge for university and schools as well is to connect their learning offers and learning spaces with the students’ digital activities (c.f. Gördel et al. 2018; Schumacher et al. 2019). The first two papers in the symposium point out, how the students could be activated for using digital media for studying didactical theory and for assemble pedagogical and didactical knowledge. Theoretical based on the method of learning by researching (cf. Huber 2009) and the Universal Design of Learning (c.f. Courey et al. 2012), the studies investigate the design of learning environment at universities using digital possibilities and highlight the students’ learning activities and learning outcomes (c.f. Schumacher et al. 2019; Davies et all. 2017).
The design of learning spaces is a core part of the experience of digital learning. Ideally, today’s learning spaces should be able to support a range of activities, online and offline, collaborative and individual, while also motivating and inspiring students and being adaptable to changing needs and agendas. Increasingly, this has meant providing independent, social and collaborative learning spaces adjacent to teaching spaces so that a continuous flow of learning ensues from formal classroom or lecture-based sessions to informal study. Within these reflections the third paper indicates a school development process aiming at redesigning learning space by creating an Active Learning Classroom (Baepler et al. 2016). The paper explores the teaching in the shift from the traditional classroom to the active learning classroom with regard to possibilities and challenges for students’ active learning.
Hence, digital learning spaces are just one component of a complex system in which teaching, learning and social behaviour take place in institutions. On the one hand, digital media is used to enhance students’ learning, but on the other hand, digital media could be used for a digital surveillance of students and teachers as well. The last paper in the symposium reflect the risk of having these digital possibilities.
The overall aim in the symposium is to discuss risks and hopes of digital based learning as a learning for the future and thus to reflect which ‘promises’ educational systems and institutions could be made to the future generations, and which could be actually kept. This will be discussed using three national perspectives: Germany, Italy and Sweden.
Baepler P, Walker JD, Brooks DC, Saichaie K, Petersen C (2016) A guide to teaching in the Active Learning Classroom. Sterling, Virginia: Stylus Publishing. Cleeg, P. & Williams, J. J. (2019), Schools as an enabler for progressive teaching, in: Ming Tse, H.; Daniels, H.; Stables A.; Cox, S. (eds.), Designing Buildings for the Future of Schooling. Contemporary Visions for Education, New York: Routledge, pp. 67-86. Courey S., Tappe P., Siker J., LePage P. (2012). Improved Lesson Planning With UDL. Teacher Education and Special Education 36 (1), pp. 7-27. Davies, P/ Schelly, C. & Spooner, C. (2017). Measuring the Effectiveness of Universal Design for Learning Intervention in Postsecondary Education. Journal of Postsecondary Education and Disability, 26(3), 195 – 220. Dowling, S. (2012). Digital Learning Spaces - an alternative to traditional Learning Management Systems?. International Journal of Excellence in eLearning. 4. Gördel, B.-M.; Schumacher, S.; Stadler-Altmann, U. (2018), Durch digitale Medien gestützte Seminarformen. Zwischen dem Anspruch technologisch zeitgemäßer Wissensvermittlung und pädagogisch angemessener Lernumgebung, in: Othmer, J.; Weich, A.; Zwickwolf, K. (Hrsg.), Medien, Bildung und Wissen in der Hochschule, Braunschweig, S. 99-113. Huber, L. (2009). Warum Forschendes Lernen nötig und möglich ist. In L. Huber, J., Hellmer & F. Schneider (Hrsg.), Forschendes Lernen im Studium. Aktuelle Konzepte und Erfahrungen, Bielefeld: UniversitätsVerlag Webler, S. 9 – 35. more references are attached in the single papers
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