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首页> 外文会议>IFIP TC3/WG3.1 amp; WG3.3 Working Conference on ICT and the Teacher of the Future; Jan 27-31, 2003; Melbourne, Australia >Distant Actors on a Digital Campus, or Sharing and Crumbling Pedagogical Responsibility
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Distant Actors on a Digital Campus, or Sharing and Crumbling Pedagogical Responsibility

机译：数字校园中的遥距演员，或教学责任分担和粉碎

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摘要

It is now common to say that the Internet opens up the classroom, that learning has to turn into e-learning with regard to the networked society and the knowledge society. Obviously, learning and teaching tasks are more and more complex. In order to make this complexity explicit, we have observed networkers on a virtual campus. We focused especially on various competencies that learners and teachers are supposed to have or to acquire when they are collaboratively and interactively networking on a web-based learning platform. It seems that on a digital campus, the teacher's role is being diluted into various and separated tasks, which require growing expertise. These tasks (for example creating on-line learning materials, defining flexible curricula, on-line tutoring, etc.) are so specialised that one person is not able to do everything. This raises the question: if each task is carried out by an expert or a team of experts, then who is in charge of the learner? Who assumes the pedagogical responsibility?
机译：现在通常说互联网打开了教室，就网络社会和知识社会而言，学习必须转变为电子学习。显然，学与教的任务越来越复杂。为了使这种复杂性更加明确，我们在虚拟校园中观察了网络人员。我们特别关注学习者和教师在基于Web的学习平台上进行协作和交互联网时应该具备或获得的各种能力。看来，在数字校园中，教师的角色正在被稀释到各种单独的任务中，这需要不断增长的专业知识。这些任务（例如，创建在线学习材料，定义灵活的课程，在线辅导等）是如此专业，以至于一个人无法做任何事情。这就提出了一个问题：如果每个任务是由一个专家或一组专家完成的，那么谁来负责学习者？谁承担教学责任？

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