Pedagogical quality in e-learning

The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities.

Beja Pedagogical Grammar

Primarily, this book is for students who want to know Beja. In addition, it contains useful information for linguists who want to know about Beja.

“Advertising Psychology – The Blog Seminar”.

The aim of the web-based course “Advertising Psychology – The Blog Seminar” was to offer a contemporary teaching design using typical Web 2.0 characteristics such as comments, discussions and social media integration which covers facebook and Twitter support, as nowadays, this is a common part of students’ everyday life. This weblog (blog)-based seminar for Advertising Psychology was set up in order to make the course accessible to students from different campuses in the Ruhr metropolitan area. The technical aspect of the open-source content management system Drupal 6.0 and the didactical course structure, based on Merrill’s five first principles of instruction, are introduced. To date, this blog seminar has been conducted three times with a total of 84 participants, who were asked to rate the course according to the benefits of different didactical elements and with regard to Kirkpatrick’s levels of evaluation model. This model covers a) reactions such as reported enjoyment, perceived usefulness and perceived difficulty, and b) effects on learning through the subjectively reported increase in knowledge and attitude towards the seminar. Overall, the blog seminar was evaluated very positively and can be considered as providing support for achieving the learning objectives. However, a successful blended learning approach should always be tailored to the learning contents and the environment.