Integrating Technologies into educational ecosystems
Dillenbourg discusses in this article how learning technologies are changing and evolving. Instead of calling it e-learning he refers to it as TEL – Technology-enhanced learning. With TEL, it does not focus on distance education only; but the entire educational system. He believes that TEL should not be treated as an independent system, but as a part of a larger system and framework.
He discusses four different ideas with TEL. These ideas are the myths, convergences, examples of integrated learning environments, and orchestration. Each one of these areas is discussed in detail within this article.
When it comes to the myths, he states there are different definitions and ideas. One is what is the quality of the e-learning since it varies just as regular educational settings vary based upon the teachers, students, and the software used. Dillenbourg discusses the ways the media’s effects on myths that many people have about TEL. He also discusses the myth that “it will come tomorrow” (Dillenbourg, 129). With this concept, the question is which tomorrow, the tomorrow that has happened or the one that will never happen.
The concept of convergences it is stressed how as technologies become more main-streamed the separation between what is the new technology and what is not is becoming smaller. One example given was with cameras. At first one would distinguish between if it was a digital camera or a film camera, now most people just refer to them as cameras with out distinction (Dillenbourg, 131).
Within the examples of the integrated learning environments, two examples are given: the CSCL and ConceptGrid. Neither one is described as being revolutionary. They do, however, bring into the picture the integrated learning of the different concepts and how technology fits into them.
Finally, with Orchestration the entire concept refers to the interaction of all of the learning activities; with these activities being located on different social planes. This could be due to different sizes of the groups but also the different activities and levels of thinking being referred to in the experience.
Within in his conclusion, he stated “Integrated learning is about managing life, work, fun, stress, passion, workload, and social relations in a physical space. The challenge for our universities is not so much about the development of virtual worlds but, rather, about how technologies can help students to learn more about an effervescent campus.” (Dillengourg 138)
Dillenbourg, P (2008).Integrating technologies into educational ecosystems. Distance Education. 29, 127-140.