From d-Learning, to e-Learning, to m-Learning
Paper prented at the 40th anniversary celebrations of Shanghai TV University.
d-Learning
d-Learning stands for distance learning.
Developments of technology
The wondrous developments of technology in the Industrial Revolution of the mid-19th century made it possible for the first time in history to teach at a distance.
Distance learning systems ud technology to parate the learner from the teacher, and the learner from the learning group, while maintaining the integrity of the education process.
The systems attempted to replace interpersonal communication and the intersubjectivity between the teacher and the taught, which is the characteristic of the educational transaction, by an apersonal form of communication mediated by technology.
In ILT (Instructor-Led-Training/face-to-face) systems in training centres or university lecture halls, this interactivity is automatically t up.
In distance learning it has to be artificially achieved by what is known as the re-integration of the teaching acts: that is, the development of excellent distance learning materials for students studying at a distance and the creation of excellent student support rvices for students in their homes, or factories, or some other place not normally geared to education and training.
Benefits to society
什么是雅思和托福Distance learning brought great benefits to society.
It freed up learners so that they could study at any time and in any place and in structures suited to their employment and family commitments.
Most of the goals that characteri just-in-time learning or life-long learning today, were anticipated by distance learning:
∙ Training when it is needed
∙ Training at any time
∙ Training at any place
∙ Learner-centered content
出售无形资产
∙ Avoidance of re-entry to work problems
∙ Training for taxpayers, and tho fully occupied during university lectures and ssions at training centres
∙ The industrialisation of teaching and learning.
Criticism
In spite of the benefits the first 100 years of distance training were marked by criticism.
Governments largely ignored distance training, university professors sneered at it, corpor
ate trainers focud on ILT.
A major breakthrough in both the quality and quantity of provision came in the 1970s with the foundation of the open universities, notably the Open University of the United Kingdom at Milton Keynes, the Universidad Nacional de Educación a Distancia at Madrid and the FernUniversität in Hagen, Germany.
Distance learning finally came of age in the late 1990s when the Quality Assurance Agency for Higher Education of the British Government t up structures to measure academic excellence in more than 100 universities in the United Kingdom, including the Open University.
To many people's surpri, The Open University was ranked in the top ten of British Universities in terms of academic excellence. When one realis that the average age of Open University students is about 40 years and more then 40 per cent of them do not ha
ve the required A-Levels to be allowed to study at any other British University, one can e that this is a remarkable achievement.
It means also, that over 100 British Universities teaching full-time students on campus, with their full-time professors and lecturers, cannot achieve the same level of academic excellence as that of the distance teaching university. It shows that distance learning has come of age and that excellence is now demonstrably achievable at a distance.
Here is a British media prentation of the statistics in terms of soccer leagues:
Cambridge
York不死之药
Oxford
Imperial
LSE
Warwick
takemehomecountryroad
UCL
Durham
Sheffield
Open University
Southampton Nottingham Lancaster
Bangor .
St Andrews
UK UNIVERSITIES: QUALITY LEAGUES
Premier League
(50%+ Excellent)
UK UNIVERSITIES: QUALITY LEAGUES
Premier League
(50%+ Excellent)
Division 1
(35-50% Excellent)
Division 2
(20-34%highfiveinni Excellent)
Division 3
5-20% Excellent)
DIVISION 4
(No Excellents)
Edinburgh
mthpaBirmingham
Glasgow
Bristol
Leeds
Cardiff
King's London
UMIST
West of England
Manchester
黄瓜的英文
East Anglia
Bath
Hull
Exeter
Queen's Belfast
Strathclyde Loughborough
Newcastle
Swana
Brunei
humAberystwyth
Bournemout Humberside Staffordshire
John Moores
Luton
Paisley
Sunderland
Napier
Brighton
Salford
Bradford
Middlex
Esx Sheffield Hallam
Oxford Brookes East London
Surrey Nottingham Trent
熟能生巧的故事
Susx Tharnes Valley
