Emerging Digital Territories Developing Continuities New Divides
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EDEN 2007 ANNUAL CONFERENCE New Learning 2.0? Emerging digital territories Developing continuities New divides EDEN 2007 Annual Conference Citta della Scienza Naples, Italy 13-16 June, 2007 BOOK OF ABSTRACTS Principal Conference Sponsor Edited by András Szűcs and Ingeborg Bø on behalf of the European Distance and E-Learning Network European Distance and E-Learning Network EDEN 2007 Annual Conference Naples, Italy Published by the European Distance and E-Learning Network Editors: András Szűcs Ingeborg Bø Editorial co-ordination: Anna Wagner The EDEN Secretariat mailing address EDEN Secretariat Budapest University of Technology and Economics H-1111 Budapest, Egry J. u. 1 Hungary Tel: (36) 1 463 1628, 463 2537 Fax: (36) 1 463 1858 E-mail: [email protected] http://www.eden-online.org EDEN thanks the support of the Principal Conference Sponsor Copyright © 2007 European Distance and E-Learning Network and the Authors All Rights Reserved No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any storage or retrieval system, without written permission from the copyright owners. ISBN 978-963-06-2655-2 Wanted: Realistic Futurists and Progressive Practitioners The rush is on: the rapid evolution and widespread penetration of new media and technologies, emerging new tools and solutions constantly change and challenge the ways and means of accessing and sharing knowledge. The educational landscape is now also alive with catchwords about the "hot technology tools", the Web 2.0, aggregators, the Social Web, collaborative content creation, writing and bookmarking, etc. The road for the "nomadic learners" on the web is paved by online knowledge communities – social tagging – folksonomies – inquiry learning – ubiquity– digital learning games, etc. A growing pressure persists to improve ICT uptake in support of the European strategy to become a powerful knowledge economy, to help the development for growth and jobs. The importance of workplace learning, non-formal and informal learning is increasing, influencing more and more the culture of learning. Quality – recognition – assessment – accreditation, together with competences, remain core issues in the light of the coming European Qualification Framework and the EU Lifelong Learning Programme starting in 2007. The critical voices are however also present. "E-learning is not a shortcut to happiness" – "Don't trust e-learning – as it is now"... The usability of e-learning is questioned, ICTs are criticised for not meeting the requirements of the future, rather serving the learning needs of the past. It is apparent that it will take quite more time to learn how to use the e-learning technologies properly, to change learning paradigms to benefit fully from the possibilities offered by ICTs. But all in all: is e-learning really transformative? Whilst it is often stated that new technology solutions require new pedagogical approaches and organisational structures, no radical de-institutionalisation seems to occur, as it was earlier predicted. A gap exists between concepts and visions on e-learning and the real impact of the new technologies on mainstream education and the training process. Looking critically at the vision for e-learning seems to be a responsible response once again. E-learning is evolving, like is the world around us. The relationship between learning, working and the rest of life is also subject of profound changes. The quest for a long term e-learning model and the concern of e-learning as distinct field being "dissolved" by the limitless penetration of ICT in everyday life are present in parallel. Successes are vulnerable because of the never-ending paradigm shifts. Reaching the point of critical mass with convincing examples and practices should help to consolidate the professional knowledge. There is an ever stronger need for the validation of the visions, for the conceptualisation of the results available, for the credible "demonstrations of the possible". The need for a transversal, holistic approach is strengthening, in the meantime, a kind of cycle in the innovation process seems to have come to an end. We can expect a new wave of ambitious initiatives to come. The traditional educational systems and settings are changing slowly. Together with visionaries and the socio-technical forerunners, important role remains with the progressive practitioners, who investigate, develop, experiment with new solutions and deliver proofs of good practice in e-learning. Whilst many researchers anticipate quick the transformative impact of the social web and the consequent radical conversion in the world of learning, quite a few successful practices seem to show consolidation along the well known open and distance learning methods and principles. Several professionals argue that successful and acknowledged e-learning practice in most cases has a lot to do with well designed and implemented distance learning in contemporary technology environments. The present transformations are accompanied by the emergence of "new digital territories" – as well as the web: geopolitical, social spaces, academic and subject territories, different fields of e-learning and training. They may generate or facilitate both continuities, or on the contrary, divides of several kinds, between what has traditionally been well demarcated and what should not be divided. The EDEN Annual Conference in 2007 in Naples welcomes the European professional and academic community of e-learning, open and distance education. It is a great pleasure to see that EDEN has again attracted the leading thinkers, practitioners and their valuable contributions at this most important conference. We thank for the many excellent submissions received: the main value is the wealth of knowledge gathered, the professional climate the competence and interest of the delegates attending. EDEN will continue its efforts to contribute to the development and successful integration of knowledge in the field ICTs, open, distance and e-learning. Ingeborg Bo and Andras Szucs Acknowledgement and thanks are given to the Programme Committee Ingeborg Bø, President of EDEN, Executive Director, Norwegian Association for Distance Education, Norway (Chair) Claudio Dondi, President, Scienter – Research and Innovation for Learning Systems, Italy (Co-Chair) Ulrich Bernath, Carl von Ossietzky University of Oldenburg, Germany Ulf-Daniel Ehlers, University of Duisburg Essen, Germany Peter Floor, Chair, European Open and Distance Learning Liaison Committee Maruja Gutierrez-Diaz, Head of Unit, European Commission – DG Education and Culture, Unit: Innovation and transversal policies Carl Holmberg, Swedish Agency for flexible learning, Sweden, Co-Chair of the EDEN Open Classroom Working Group and EENet – European Experts’ Network for Education and Technology Andrea Kárpáti, Head of Centre for Multimedia and Educational Technology, Eötvös Loránd University, Hungary Nikitas Kastis, Deputy Director General, Lambrakis Foundation, Greece, President, Multimedia Educational Innovation Network, MENON EEIG Tapio Koskinen, Senior Advisor, Lifelong Learning Institute Dipoli, Finland Walter Kugemann, FIM New Learning, Germany Gila Kurtz, Director, Bar-eLearn Center at Bar Ilan University, Israel Torsten Leidig, SAP Research, Knowledge Management Davide Maddaloni, Executive Director, Labfor, Italy Markku Markkula, Director, Lifelong Learning Institute Dipoli, Finland Claudia Montedoro, Head of Department, ISFOL - Istituto per lo Sviluppo della Formazione dei Lavoratori, Italy Morten F. Paulsen, Director of Development, NKI Distance Education, Norway Carlos Reis, Rector, Universidade Aberta, Lisbon, Portugal Torstein Rekkedal, Director, Research and Development, NKI Distance Education, Norway Danguole Rutkauskiene, Head, Distance Education Study Centre, Kaunas University of Technology, Lithuania Albert Sangra, Director, Educational Innovation and Methodology – EduLab, Universitat Oberta de Cataluña, Spain Alfonso Santaniello, Director, CONFORM - Consorzio Formazione Manageriale, Italy Richard Straub, Chair, the European eLearning Industry Group András Szűcs, Secretary General, EDEN Alan Tait, Dean, Faculty of Education and Language Studies, The Open University, UK and Chair, EDEN NAP Steering Committee Antonio Teixeira, Pro-Rector, Universidade Aberta, Lisbon, Portugal János Tóth, President, Section Transport, Energy, Infrastructure and the Information Society, European Economic and Social Committee Wim van Petegem, EuroPACE, Belgium Martine Vidal, Chargée de mission for research and development to the Rector, general director of CNED, and Chief Editor of the Journal "Distances et savoirs", France Margerita Zagmajster, Deputy Director, Slovenian Institute for Adult Education, Slovenia TABLE OF CONTENTS NEW LEARNING FROM THEORY PERSPECTIVE A Narrative Folksonomy Paradigm Supporting Ontologies Creation within Educational Communities of Practice 1 Luciano Galliani, Corrado Petrucco, Anna Nadin, University of Padua, Italy Personal Learning Environments, Instructional Environments and Communities of Practice: How to Differentiate and Connect the Different Theoretical Approaches to Create a Learning Model 2 Pier Giuseppe Rossi, Università degli Studi di Macerata, Italy Mobile Learning = Distance Education 2.0? 3 Olaf Zawacki-Richter, University of Oldenburg, Germany, Tom Brown, Midrand Graduate Institute, Rhena Delport, University of Pretoria, South Africa