1 Centre for Teaching Development and Digital Media, Arts, Aarhus University2 ST Administrative Centre - Board of Studies Support and Studies Quality Assurance, ST, ST Administrative Centre, Science and Technology, Aarhus University3 ST Administrative Centre - Board of Studies Support and Studies Quality Assurance, ST, ST Administrative Centre, Science and Technology, Aarhus University
A Systems Theoretical Perspective
This paper is intended as an invitation to continue reflecting on and discussing the concepts of learning and teaching, including the concept of educational environment and the conditions for knowledge construction in that environment. The key concept is communication, which I link to different environments, including face-to-face (f2f) environments, net-mediated environments and various mixtures of these types of com- munication environments. Furthermore, I implicate learning resources in the concept of the educational environment. Thus, the main purpose of this paper is to contribute to developing our approach to the nexus between teaching and learning, including the concept of envir- onment and the conditions for knowledge construction. I present a case study, which I analyse using a systems theoretical analytical framework, in order to discuss the relation between learning and the environment, including the idea of the possibility of knowledge transfer and knowledge dissemination. The specific focus is on learning resources in specific programs-on-demand (podcasts) and video-on-demand (vodcasts, from now just podcast) – and the students’ approaches to these learning resources and the environment offered. My point of departure is to contribute to scholarly discussion of learning resources and, in particular, of the use of podcasts and students’ approaches to these learning resources in concrete educational contexts. Finally, I suggest that we take the opportunity to reflect on the challenging task: how can we organize teaching and environments for learning, including the choice of learning resources, in order to provide each student with the possibility of developing the concrete educational qualifications that are required?
European Review, 2012, Vol 20, Issue 2, p. 153-163