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VCSE Guidebook/Creating regional (e-)learning networks/Use of e-learning and blended learning in actor groups: Difference between revisions
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VCSE Guidebook/Creating regional (e-)learning networks/Use of e-learning and blended learning in actor groups (view source)
Revision as of 16:49, 31 August 2017
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'''3. Enterprises''' | '''3. Enterprises''' | ||
Large companies rely more and more on e-learning/ICT in the field of continuing education. According to the Menon Interim Report , there is a trend towards bottom-up informal and formal learning which is facilitated by e-learning. In contrast, SMEs still lag behind and show a deficit concerning the use of ICT and e-learning as a support tool for learning, networking and organising. | Large companies rely more and more on e-learning/ICT in the field of continuing education. According to the Menon Interim Report (“Benchmarking Policy and Initiatives in support of e-learning for Enterprises in Europe.” Interim Synthesis Report. November 2006: http://www.menon.org/Benchmarking/InterimReportfinal.pdf), there is a trend towards bottom-up informal and formal learning which is facilitated by e-learning. In contrast, SMEs still lag behind and show a deficit concerning the use of ICT and e-learning as a support tool for learning, networking and organising. | ||
'''4. Other Regional Actors''' | '''4. Other Regional Actors''' | ||
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* potential of multimedia: multimedia offers different ways of imparting knowledge to different levels of region and different actors and actor groups (cf. chapter 5.2) | * potential of multimedia: multimedia offers different ways of imparting knowledge to different levels of region and different actors and actor groups (cf. chapter 5.2) | ||
* potential of interactivity: regional actors can interact, get feedback and thus alter their strategies, values and norms to adapt to regional learning | * potential of interactivity: regional actors can interact, get feedback and thus alter their strategies, values and norms to adapt to regional learning | ||
* potential of networking: new forms of communication offer possibilities to communicate independently from place, time and organisational constraints. | * potential of networking: new forms of communication offer possibilities to communicate independently from place, time and organisational constraints. (adapted from ISSING/KLIMSA 2002) | ||
(adapted from ISSING/KLIMSA 2002) | |||
Nevertheless, when dealing with regional learning, it is important to see that content, structure and methods need to be adapted to the relevant actor group as participation in (e-) learning networks is dependent on a variety of factors. In the case of regional e-learning networks, we see that the following three factors need to be taken into account: | Nevertheless, when dealing with regional learning, it is important to see that content, structure and methods need to be adapted to the relevant actor group as participation in (e-) learning networks is dependent on a variety of factors. In the case of regional e-learning networks, we see that the following three factors need to be taken into account: | ||
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* '''Content related dimension''': Learning has to be seen on different levels, ranging from basic education at school to tertiary education and further education. In the practice of (e-)learning networks, it is important to know what information is made accessible to which regional actor group. Visitors/beginners are usually people who access information but do not actively participate; the information made accessible must therefore be more reduced as compared to regulars who actively participate and thus create. It is also crucial to know which technological and methodological requirements as well as competencies from the learners’ side are important for which actor group. | * '''Content related dimension''': Learning has to be seen on different levels, ranging from basic education at school to tertiary education and further education. In the practice of (e-)learning networks, it is important to know what information is made accessible to which regional actor group. Visitors/beginners are usually people who access information but do not actively participate; the information made accessible must therefore be more reduced as compared to regulars who actively participate and thus create. It is also crucial to know which technological and methodological requirements as well as competencies from the learners’ side are important for which actor group. | ||
[[Category:VCSE Guidebook]] | |||