Revermann, Christoph (Hrsg.)

Europäische Wissensgesellschaft – Potenziale des eLearning

[= e-Culture, Bd. 12], 2009, 264 S., zahlr. Abb., ISBN 978-3-89626-707-8, 22,80 EUR

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Die Bedeutung von eLearning für die Veränderungen der Bildungs- und Forschungslandschaft sowie der Wissensgesellschaft im globalen Wettbewerb, aber auch für die Entwicklung von Unternehmen ist allgemein anerkannt. Zugleich impliziert die Besonderheit des eLearning als ein breit einsetzbares und stark individualisierbares Lerninstrument, dass neben dem jeweiligen Lernkontext auch die besonderen Voraussetzungen der Nutzergruppe bei der Konzipierung des Instruments zu berücksichtigen sind. Eine umfassende Implementierung von eLearning in allen Bereichen der Aus- und Weiterbildung hat sich zudem insbesondere an der konkreten Frage zu orientieren, wo und wie sein Einsatz einen wirklichen Mehrwert gegenüber herkömmlichen Methoden und Inhalten von Lehre und Lernen schafft?
Genau dieses Postulat verbindet die Beiträge dieses Buches: Sie beschreiben und analysieren die Implementierungs- und Rahmenbedingungen eines effektiven Einsatzes der eLearning-Instrumentarien, sie verdeutlichen Potenziale und identifizieren die notwendigen Voraussetzungen. Zugleich werden Hemmnisse und Defizite sichtbar gemacht sowie Handlungsnotwendigkeiten und -möglichkeiten erörtert. Dadurch wird deutlich, dass oftmals - insbesondere in Deutschland - ein koordinierteres Vorgehen und eine gemeinsame Strategie der Bildungsverantwortlichen sinnvoll gewesen wäre, die beispielsweise auch die Grundlagen für eGovernment schafft, Initiativen wie “Internet für alle” und “Überwindung des digital divide” umfasst sowie von der Primarstufe bis zum tertiären Sektor allgemein- und berufsbildend ansetzt. Auch die Synergieeffekte einer Zusammenarbeit mit der Privatwirtschaft müssten noch besser genutzt und es sollte internationaler gedacht und gehandelt werden.
Mit dieser perspektivischen Ausrichtung knüpft dieser Band zugleich an frühere Publikationen in der Reihe “eCulture” zum weiten Themenfeld eLearning an.

Inhaltsverzeichnis

Editorial der Herausgeber 7

Einführung 9
Christoph Revermann

eLearning – Definitionen, Konzepte, Varianten 21
Christoph Revermann

eLearning in der beruflichen Aus- und Weiterbildung 45
Christoph Revermann, Peter Georgieff, Simone Kimpeler

eLearning in der Hochschule – Ein internationaler Vergleich 77
Christoph Revermann

eLearning für ältere Menschen 197
Christoph Revermann, Simone Kimpeler, Peter Georgieff

Summaries 259
Autoren 262

Summaries

Christoph Revermann
eLearning – Definitionen, Konzepte, Varianten

Summary: The understanding of eLearning has changed continually over the years. The original highly technologically characterized definition is currently being rediscussed and modified in connection with the integration of more comprehensive didactic concepts. This continual process of change requires various forms of eLearning to be taken into account; there is no one single concept of eLearning. eLearning is applied to all forms of teaching and learning which are supported or made possible by new ICT technologies, and which serve the recording, storage, handling and processing, application and presentation of information or learning content. The layout of the digital content can be interactive and multimedia, i.e. texts, graphics, audio and video sequences, animations and interactive functionalities can be used. The learning processes can be complemented by net-based communication between the learner, tutor, lecturer or fellow learner (through email, chat rooms and collaborative working environments).

Christoph Revermann, Peter Georgieff, Simone Kimpeler
eLearning in der beruflichen Bildung

Summary: eLearning will probably transform the vocational education system seen as a whole in much the same way that “eBusiness” has already transformed the entire economy. However eLearning will not replace other training instruments, but will rather qualitatively complement them. But the expectations that were raised several years ago through analyses of potentials have to date been only partially met on the basis of current experience. The preparation, representation and quality of the eLearning content make up the decisive success factors for both facilitators as well as the learners, and there is still considerable potential for development in these areas. eLearning will only then be able to assert itself in the long term in everyday operational life as well, when acceptance and implementation is ensured and the eLearning courses provide all concerned with the desired added value. In order for this to be achieved there is a requirement for firstly, a significantly more detailed insight into the embedding of learning processes in the habitual or working world, and secondly for instruments, which ensure the quality of eLearning content during its creation or application. Not until these hurdles are cleared will eLearning be able to develop its potential for vocational and further training.

Christoph Revermann
eLearning in der Hochschule

Summary: In view of the international marketing of education as well as various efforts but also an internationally increasing interconnectedness, it is of increasing importance to recognise the market potentials as well as the development strategies of other nations and to learn from the experience in the use of eLearning there, to be able to profit from the development of competencies or also the achievement of innovation potentials. In this view the northern European countries however can be found in the top places. Similarly in comparable studies into educational standards such as PISA, Finland as well as Great Britain, Switzerland, the USA and Australia generally compared favourably, while Germany ranked nearer the OECD average. There are also numerous measures in Germany for implementing ICT and eLearning, which however began much later than in the other countries. What is noticeable in studies on eLearning in the university sector is also the lack – on an international scale – of overall coordination and the low level of interconnectedness among the various public and private eLearning actors. Whereas Australia, the USA, Finland and England appear to collect stimuli throughout the world and specifically target foreign markets (in particular Australia), Germany is gradually beginning to take steps in the international education market within the framework of initiatives. eLearning at universities is by no means a “surefire success”, but rather has to be made possible through innovative concepts – which need to be combined with considerable continual efforts. This assumes a pragmatically oriented new approach: From “best practice” to “good enough practice”, from innovative from a research point of view to useful from an everyday point of view, from a supply to a demand orientation, from eLearning to a service-oriented E-Campus. What will be decisive for the success of a systematic and professional application of IT in the university and in teaching – as the central service sector of every university – will be less the IT systems used and rather the ideas, the people and the strategies behind them.

Christoph Revermann, Peter Georgieff, Simone Kimpeler
eLearning für Ältere Menschen

Summary: Informal learning has greater significance for elderly people than formal learning. At the same time the acquisition or retention of independence and self-determination is also an essential goal of learning at a more advanced age. An analysis of the market for eLearning services for elderly people shows first of all that eLearning products hardly exist or are only cautiously marketed. Secondly the market also seems relatively confusing: The services are strongly concentrated on technical subjects; there is a lack of services which are related to life conditions (e.g. learning to age, health and prevention). Education and the learning of specific content have as yet only found expression in very few of the providers’ product development and marketing activities. A clear definition of the aim of the respective services or the instruments employed is also necessary (which group of the elderly is appealed to, what prior technical knowledge has to be taken into consideration, and what content is to be conveyed?) as well as a conclusive evaluation concept that accompanies the respective projects right from the beginning. Intensified research efforts are necessary for the target group of the elderly. These have partly to gather saved information and differentiated data for the first time ever, to identify the prerequisites for the use of computers and the Internet – and thereby active participation in eLearning courses – which establish the target group of the elderly and which interests and ambitions they pursue when using eLearning in the context of lifelong learning.