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eLearning and Intercultural Dimensions of Learning Theories and Teaching Models

eLearning and Intercultural Dimensions of Learning Theories and Teaching Models. FeConE Framework for eContent Evaluation. Presentation Plan. Contextual considerations Digital challenge Epistemological shift eLearning, an opportunity for intercultural competence

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eLearning and Intercultural Dimensions of Learning Theories and Teaching Models

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  1. eLearning and Intercultural Dimensionsof Learning Theories and Teaching Models FeConE Framework for eContent Evaluation

  2. Presentation Plan • Contextual considerations • Digital challenge • Epistemological shift • eLearning, an opportunity for intercultural competence • Cultural embeddedness of learning and teaching • Urgent need to rethink educational goals and content in an information/knowledge society

  3. Context in educational institutions • More and more students are more and more bored whether they are in schools or universities. • Teachers are more and more saying out loud that kids and students are lazy, superficial, uncultured and impolite. • There were exceptions…

  4. Contextual considerations The digital challenge • Information Tsunami : 5 exabits of information produced in 2002, or the equivalent of 35 000 « Library of Congress » (Lyman & Varian, Berkeley, 2003) • Factiva: Provider of press information, business news from 10,000 authoritative sources in 22 languages (192 French press titles) • Education is largely if not exclusively referring to paper-based information

  5. Contextual considerations Epistemological shift • Epistemology has to do with « What is knowledge ?» • From naive realism to cognitive construction • From logical positivism and scientific objectivity to constructivism and situated processing of information • Policies still deal only with “how to educate” and not with “why educate, for what purpose, goal, or aim”

  6. eLearning, an opportunity for intercultural competence • Intercultural competence: • more than linguistic competence, • skills in understanding, in discovery and interaction • Involves the whole dynamics of human communication • “iCt” (Davric) tools can provide a renewed and situated approach • eLearning: interactivity, live exchanges, etc… • New competences for teachers

  7. Cultural embeddedness • Tectonics of educational change • Learning and teaching: academic activities specialized in • Learning to think • Learning to think with with existing knowledge • What is “knowledge” in an information/ knowledge society?

  8. Rethinking goals and aims • Information society: • Tacit and explicit knowledge • Capacity to mass produce information and knowledge • Need to cope with large quantities of information and of heterogeneous content • With what cognitive tools, methods, taxonomies, strategies, metadata?

  9. Towards Meta-eContent for eLearning in an information/knowledge society?

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