Geraldine Clarebout (Geraldine=Clarebout%DUO%RHU@vinip.cc.kuleuven.ac.be)
Mon, 17 Aug 98 8:32:31 +0200
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Date: Mon, 17 Aug 98 8:32:31 +0200 From: "Geraldine Clarebout" <Geraldine=Clarebout%DUO%RHU@vinip.cc.kuleuven.ac.be> Subject: [ifets] ...no subject...
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I have been following the first discussion, but I hadn't yet introduced
myself. So here it comes. I have just finished my last year in Educational
science and am now working as a research assistant on a project called
ParlEuNet at the Center for Instructional Psychology and Technology at the
Catholic University of Leuven (Belgium). We intend to find out how much and
what kind of support students need in a rich technological, problem based and
collaborative learning environment. Students are working in a small group
within their class and are collaborating with two other groups in another
country on an open-ended task.
Following the disucssion on distance education, as well as the one about the
use of computers for children, I got a bit frustrated. It seems that a lot of
the discussion is on the distance education, or the technology itself. While
it is important first to state what you want students to learn, what you want
to tell them, what you think the goals should be. And then the second step is
how to do this. For me, distance education is one possibility to do this,
next to other media or to teachers. So I don't think the question is can
distance education replace the teacher, but that we should look in which
conditions and for what purpose that distance education can be useful. For
example it could be very useful for 'sailer children' as they spend a lot of
time outside the school. But still it is first stated what these children
have to learn. And for them there is a problem, they cannot be all the time
in the school, so a solution could be distance education.
I hope that I have contributed a little bit to this discussion...
Greetings,
Geraldine
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