Abstract
This paper emphasizes the necessity of approaching the conference agenda with a more precise terminology and more practical and verifiable projects. It proposes that data related to current on-line learning projects could be made available for empirical research to provide theoretical grounding and facilitate reconstruction of sociological questions. The paper argues that purely scientific approaches are too narrow and limited in scope. It draws attention to ethical implications and supports Merton’s view of the decisive role and significance of values to be observed. Focusing on the debate of computer supported collaborative learning (CSCL) the authors suggest that any research should consider in a more systematic and consistent way than before the individuals concerned, the constantly changing structure of social groups and the given social context. The authors build on the work of Holzkamp (who demanded a theory of learning based on the individual without ignoring the social context) and Foucault (who considered educational structures and institutions served to guarantee the efficiency of forms of learning and function as an element of control and social order). They stress that change in a CSCL environment may result in fears and anxieties that have to be given due consideration. The authors report on a current CSCL project in teacher training. Within the context of clearly defined academic research trainees explore and test new forms of cooperation and “knowledge management”. This is effected by creating and working on virtual learning stations in different places and at different times. Preliminary findings indicate that educational bureaucracies and government offices need to adjust now and in the future. The authors trust that more empirical data will become available for educational research focussing on the learning biography of adult learners.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35663-1_34
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Görlich, C., Humbert, L. (2003). Teacher training — the interplay of IT and society. In: van Weert, T.J., Munro, R.K. (eds) Informatics and the Digital Society. IFIP — The International Federation for Information Processing, vol 116. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35663-1_33
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DOI: https://doi.org/10.1007/978-0-387-35663-1_33
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