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VCSE Guidebook/Strategies for developing and running e-courses for the VCSE/The design of the VCSE e-courses: Difference between revisions
VCSE Guidebook/Strategies for developing and running e-courses for the VCSE/The design of the VCSE e-courses (view source)
Revision as of 19:12, 2 June 2009
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=== The variety of topics === | === (1)The variety of topics === | ||
The courses offer a variety of different disciplines and topics. They range from more specific subjects like “Environmental Economics and Management” (UOM) or “Sustainable Spatial and Regional Development” (GRAZ) to more general sustainability-related topics like “Globalisation and Global Sustainability” (CUEC) or the “Unsustainability and Global Change” (LUE). On offer are also case studies that cover a wide range of sustainability-related topics. | The courses offer a variety of different disciplines and topics. They range from more specific subjects like “Environmental Economics and Management” (UOM) or “Sustainable Spatial and Regional Development” (GRAZ) to more general sustainability-related topics like “Globalisation and Global Sustainability” (CUEC) or the “Unsustainability and Global Change” (LUE). On offer are also case studies that cover a wide range of sustainability-related topics. | ||
(2) The degree of instruction | ===(2) The degree of instruction=== | ||
Typologies of learning settings often consider the degree of instruction and thus the difference between teacher-oriented and learner-oriented approaches. Within the VCSE courses variety in terms of instruction can also be found: from instruction-oriented courses like “Environmental Economics and Management” to partly instructed courses to the “European Virtual Seminar”, which sets aside instruction and is based on the tutoring of learning processes. | Typologies of learning settings often consider the degree of instruction and thus the difference between teacher-oriented and learner-oriented approaches. Within the VCSE courses variety in terms of instruction can also be found: from instruction-oriented courses like “Environmental Economics and Management” to partly instructed courses to the “European Virtual Seminar”, which sets aside instruction and is based on the tutoring of learning processes. | ||
(3) Individual learning vs. collaboration | ===(3) Individual learning vs. collaboration=== | ||
Courses can also be characterised regarding the relevance of communication for learning. Communication ranges from independent self-directed learning in exchange with interactive material to communication-based collaboration between learners. While the first is truly time- and place-independent learning, the latter offers the opportunity for interdisciplinary and intercultural learning experiences and covers what is discussed as virtual mobility. Again, the VCSE courses cover a wide range of different approaches from courses with mainly or partly self-directed learning-oriented phases to others with a strong emphasis on collaboration. Given the overall aim of the courses, collaboration takes place in all courses but differs in its extent degree. | Courses can also be characterised regarding the relevance of communication for learning. Communication ranges from independent self-directed learning in exchange with interactive material to communication-based collaboration between learners. While the first is truly time- and place-independent learning, the latter offers the opportunity for interdisciplinary and intercultural learning experiences and covers what is discussed as virtual mobility. Again, the VCSE courses cover a wide range of different approaches from courses with mainly or partly self-directed learning-oriented phases to others with a strong emphasis on collaboration. Given the overall aim of the courses, collaboration takes place in all courses but differs in its extent degree. | ||
(4) Explicit vs. implicit knowledge | ===(4) Explicit vs. implicit knowledge=== | ||
Based on the role of self-directed learning vs. Collaboration, another distinction can be made by the way explicit or implicit knowledge is integrated. While some courses are based on a fixed set of knowledge that should be learnt, others are based on implicit knowledge and knowledge communities, which build their own knowledge base. Within the VCSE courses, both approaches can be found in different gradations. | Based on the role of self-directed learning vs. Collaboration, another distinction can be made by the way explicit or implicit knowledge is integrated. While some courses are based on a fixed set of knowledge that should be learnt, others are based on implicit knowledge and knowledge communities, which build their own knowledge base. Within the VCSE courses, both approaches can be found in different gradations. | ||