E-learning literacy: Difference between revisions
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* (Some) [[computer literacy]] (also called ICT or informatics literacy) | * (Some) [[computer literacy]] (also called ICT or informatics literacy) | ||
* [[Information literacy]] | * [[Information literacy]] | ||
* (Some) [[Metacognition|Metacognitive skills]] | * (Some) [[Metacognition|Metacognitive skills]], in particular appropriate [[Learning strategy|learning strategies]] and [[Self-regulation]] skills | ||
{{Quotationbox|When students become responsible for designing their individual learning processes, e-learning literacy has to be considered an umbrella term, as it requires the capability to identify and organize information by means of information and communication technologies for learning purposes (cf. Di Sessa, 2001). As such, it comprises information and digital media literacy. Information and communication technologies are assumed to support learners of different types and teachers hereby (Tham & Werner, 2005). Learning literacy, and to be educated about learning (cf. Souto-Manning & Swick, 2006), are deceptively simple phrases as they imply an established and manageable set of (meta-cognitive) skills. If such skills are acquired it would make one knowledgeable about learning and guiding learning processes.}}(Stary and Weichhart, 2012:196). | {{Quotationbox|When students become responsible for designing their individual learning processes, e-learning literacy has to be considered an umbrella term, as it requires the capability to identify and organize information by means of information and communication technologies for learning purposes (cf. Di Sessa, 2001). As such, it comprises information and digital media literacy. Information and communication technologies are assumed to support learners of different types and teachers hereby (Tham & Werner, 2005). Learning literacy, and to be educated about learning (cf. Souto-Manning & Swick, 2006), are deceptively simple phrases as they imply an established and manageable set of (meta-cognitive) skills. If such skills are acquired it would make one knowledgeable about learning and guiding learning processes.}}(Stary and Weichhart, 2012:196). | ||
Revision as of 20:20, 8 March 2016
Introduction
E-learning programs often fail in one way or another to meet expectations. One of the reasons could be the lack of what we could call e-learning literacy.
E-learning literacy comprises several literacies:
- (Some) computer literacy (also called ICT or informatics literacy)
- Information literacy
- (Some) Metacognitive skills, in particular appropriate learning strategies and Self-regulation skills
When students become responsible for designing their individual learning processes, e-learning literacy has to be considered an umbrella term, as it requires the capability to identify and organize information by means of information and communication technologies for learning purposes (cf. Di Sessa, 2001). As such, it comprises information and digital media literacy. Information and communication technologies are assumed to support learners of different types and teachers hereby (Tham & Werner, 2005). Learning literacy, and to be educated about learning (cf. Souto-Manning & Swick, 2006), are deceptively simple phrases as they imply an established and manageable set of (meta-cognitive) skills. If such skills are acquired it would make one knowledgeable about learning and guiding learning processes.
(Stary and Weichhart, 2012:196).
Links
- General
- e-Learning and 21st century skills and competences, June 24, 2009 by Tony Bates .
- Preparing Students for Elearning, Blog post, elearnspace, 2002.
- Example pages addressing students
- Example pages addressing teachers
- What Technology and Skills Are Required for Blended Learning? (e-learning Ontario).
Bibliography
- Badrul H. Khan and Mohamed Ally, International Handbook of E-Learning Volume 1: Theoretical Perspectives and Research, Routledge International, ar 24, 2015
- Stary, C., & Weichhart, G. (2012). An e-learning approach to informed problem solving. Knowledge Management & E-Learning: An International Journal (KM&EL), 4(2), 195-216.