E-learning in the wild
19 May 2004
Gone are the days when e-learning meant plugging in a desktop PC and working your way through prescribed learning materials in a static and anti-social environment.
A peek inside the lab at the University's new CoCo Centre, the research centre in Computer Supported Learning and Cognition, which was established last year, quickly dispels the myths.
CoCo focuses on research, collaborative work and program development in e-learning technologies, training, and knowledge management. It also provides a range of professional development opportunities, from in-company projects and short courses to postgraduate-level qualifications.
A peek inside the lab at the University's new CoCo Centre, the research centre in Computer Supported Learning and Cognition, which was established last year, quickly dispels the myths.
CoCo focuses on research, collaborative work and program development in e-learning technologies, training, and knowledge management. It also provides a range of professional development opportunities, from in-company projects and short courses to postgraduate-level qualifications.
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Photo of CoCo research centre |
Co-directors Peter Reimann (far right) and Peter Goodyear (third from right) with colleagues in the CoCo centre
Staff are creating a 'digitally amplified' lab, or 'design studio,' conceived as an open working and learning environment, which makes use of mobile and 'ambient' technologies for e-learning.
The lab enables research into how students working remotely, even in different time zones, can participate in face-to-face teaching sessions. Keyboard, mouse and screen are being superseded by laptops, handhelds, tablet PCs, electronic whiteboards, pen input and video analysis, and soon advanced ambient computing devices like smart artefacts, new speech technologies and gesture recognition will enrich the lab.
"Ambient technology captures the idea of technology that permeates the place - that you can draw on computer and communications technology wherever you are, and whatever you're doing. It's about the idea of the disappearing computer and ubiquitous technology," said Professor Peter Reimann, the centre's co-director.
CoCo has its official inauguration on 27 May, when leaders from a variety of learning organisations will come together to discuss its future. "We'll give a sense of where we're coming from, and where we're aiming to get to," said Professor Goodyear, who co-directs the centre with Professor Peter Reimann.
The founders of the centre convey the new sense of freedom brought by technological advances in the phrase, 'e-learning in the wild'.
"Society's image of the computer is very much conditioned by what's been going on over the last few years: currently by the idea that using the computer means sitting at a desk to do word processing or surf the web," said Professor Goodyear. "But computing power is also disappearing out into objects like mobiles and smart artefacts that are ever cheaper, smaller and faster."
Research in the area of e-learning must anticipate technological changes before they become mainstream, to avoid playing catch-up, said Professor Goodyear.
"We have to make assumptions about what technologies will be in place 5-10 years from now, and ask what that means for learning processes and teaching activities."
An AC21 Learning Technologies Satellite Forum on 22 July will provide another arena to absorb the centre's work. It will explore a range of technological e-learning innovations in a variety of settings, helping educational organisations plan ways to integrate new learning technologies with the old.
Staff are creating a 'digitally amplified' lab, or 'design studio,' conceived as an open working and learning environment, which makes use of mobile and 'ambient' technologies for e-learning.
The lab enables research into how students working remotely, even in different time zones, can participate in face-to-face teaching sessions. Keyboard, mouse and screen are being superseded by laptops, handhelds, tablet PCs, electronic whiteboards, pen input and video analysis, and soon advanced ambient computing devices like smart artefacts, new speech technologies and gesture recognition will enrich the lab.
"Ambient technology captures the idea of technology that permeates the place - that you can draw on computer and communications technology wherever you are, and whatever you're doing. It's about the idea of the disappearing computer and ubiquitous technology," said Professor Peter Reimann, the centre's co-director.
CoCo has its official inauguration on 27 May, when leaders from a variety of learning organisations will come together to discuss its future. "We'll give a sense of where we're coming from, and where we're aiming to get to," said Professor Goodyear, who co-directs the centre with Professor Peter Reimann.
The founders of the centre convey the new sense of freedom brought by technological advances in the phrase, 'e-learning in the wild'.
"Society's image of the computer is very much conditioned by what's been going on over the last few years: currently by the idea that using the computer means sitting at a desk to do word processing or surf the web," said Professor Goodyear. "But computing power is also disappearing out into objects like mobiles and smart artefacts that are ever cheaper, smaller and faster."
Research in the area of e-learning must anticipate technological changes before they become mainstream, to avoid playing catch-up, said Professor Goodyear.
"We have to make assumptions about what technologies will be in place 5-10 years from now, and ask what that means for learning processes and teaching activities."
An AC21 Learning Technologies Satellite Forum on 22 July will provide another arena to absorb the centre's work. It will explore a range of technological e-learning innovations in a variety of settings, helping educational organisations plan ways to integrate new learning technologies with the old.