From traditional teaching units to collaborative websites. The evolution of media appropriation in the higher educational context
Looking back at the different phases of media development in distance teaching we can observe that during this development some permanent landscapes accompanied us all the way long such as the existence of print material. However the way we perceive and read text changed especially when reading hype...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
2011
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/vesc/article/view/611 |
| Aporte de: |
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I10-R10-article-611 |
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Universidad Nacional de Córdoba |
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Revistas de la UNC |
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Español |
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Artículo revista |
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medios de enseñanza Web 2.0 medios audiovisuales teorías del aprendizaje teaching media Web 2.0 audiovisual media theories of learning |
| spellingShingle |
medios de enseñanza Web 2.0 medios audiovisuales teorías del aprendizaje teaching media Web 2.0 audiovisual media theories of learning Laaser, Wolfram From traditional teaching units to collaborative websites. The evolution of media appropriation in the higher educational context |
| topic_facet |
medios de enseñanza Web 2.0 medios audiovisuales teorías del aprendizaje teaching media Web 2.0 audiovisual media theories of learning |
| author |
Laaser, Wolfram |
| author_facet |
Laaser, Wolfram |
| author_sort |
Laaser, Wolfram |
| title |
From traditional teaching units to collaborative websites. The evolution of media appropriation in the higher educational context |
| title_short |
From traditional teaching units to collaborative websites. The evolution of media appropriation in the higher educational context |
| title_full |
From traditional teaching units to collaborative websites. The evolution of media appropriation in the higher educational context |
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From traditional teaching units to collaborative websites. The evolution of media appropriation in the higher educational context |
| title_full_unstemmed |
From traditional teaching units to collaborative websites. The evolution of media appropriation in the higher educational context |
| title_sort |
from traditional teaching units to collaborative websites. the evolution of media appropriation in the higher educational context |
| description |
Looking back at the different phases of media development in distance teaching we can observe that during this development some permanent landscapes accompanied us all the way long such as the existence of print material. However the way we perceive and read text changed especially when reading hyperlinked text from screen. Audiovisual media changed as well in significant aspects. Already relatively early icons were used to relate and connect different media like audio and video with printed modules. Those icons later on have been converted into buttons and menu items on websites. However the didactic functionality remained often the same. The CD ROM brought the integration of the before separated media on a sole data carrier. Though the web rapidly substituted the content stored on a CD ROM. Later the videoconference added simultaneous interaction but needed at the time of introduction expensive equipment, specialized personnel and high line costs. Today it is a relatively simple tool integrated to learning platforms as a so called “virtual classroom”. With internet podcasting and vodcasting production and distribution of audiovisual content became much easier. Nevertheless the language of filming did not change although the standards of acceptable quality changed with the web 2.0. So we can resume that the history of the past 50 years shows a continuous evolution of the media accompanied by respective changes of learning and communication theories. However each step relied on what had been developed and proved viable in earlier development phases. This conclusion differs somehow from statements raised by educationalists claiming for each new application a change of paradigms. |
| publisher |
Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología |
| publishDate |
2011 |
| url |
https://revistas.unc.edu.ar/index.php/vesc/article/view/611 |
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2022-08-20T00:44:26Z |
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2023-07-06T23:28:21Z |
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I10-R10-article-6112023-07-06T23:14:00Z From traditional teaching units to collaborative websites. The evolution of media appropriation in the higher educational context De la unidad didáctica a la web colaborativa. La evolución de la apropiación de los medios en el contexto de la educación superior Laaser, Wolfram medios de enseñanza Web 2.0 medios audiovisuales teorías del aprendizaje teaching media Web 2.0 audiovisual media theories of learning Looking back at the different phases of media development in distance teaching we can observe that during this development some permanent landscapes accompanied us all the way long such as the existence of print material. However the way we perceive and read text changed especially when reading hyperlinked text from screen. Audiovisual media changed as well in significant aspects. Already relatively early icons were used to relate and connect different media like audio and video with printed modules. Those icons later on have been converted into buttons and menu items on websites. However the didactic functionality remained often the same. The CD ROM brought the integration of the before separated media on a sole data carrier. Though the web rapidly substituted the content stored on a CD ROM. Later the videoconference added simultaneous interaction but needed at the time of introduction expensive equipment, specialized personnel and high line costs. Today it is a relatively simple tool integrated to learning platforms as a so called “virtual classroom”. With internet podcasting and vodcasting production and distribution of audiovisual content became much easier. Nevertheless the language of filming did not change although the standards of acceptable quality changed with the web 2.0. So we can resume that the history of the past 50 years shows a continuous evolution of the media accompanied by respective changes of learning and communication theories. However each step relied on what had been developed and proved viable in earlier development phases. This conclusion differs somehow from statements raised by educationalists claiming for each new application a change of paradigms. En el recorrido a través de las etapas del desarrollo de los medios de enseñanza, vimos que el mismo es un camino en el que nos acompañaron paisajes permanentes, como la existencia del material impreso. Por otro lado, se ha constatado que la forma de percibir los textos es diferente si se lee en un texto impreso a si se lo hace en una página web hipervinculada. En lo que se refiere a los medios audiovisuales también hubo cambios importantes. Pero, relacionando el medio audio o video con la unidad didáctica se observa que ya se usaban íconos al margen para ligar los contenidos. Estos íconos se convirtieron en botones en las páginas web. Sin embargo, la función didáctica básicamente quedó igual. El CD-ROM, por su parte, trajo consigo la integración de los medios ofrecidos en forma separada y la web reemplazó rápidamente el CD-ROM en este aspecto. Luego, la videoconferencia como medio interactivo en tiempo real, pasó de ser un medio que exigía un equipo muy especial a otro completamente integrado a una plataforma de aprendizaje. Con el podcasting y el videocasting la producción de audiovisuales llegó a ser mucho más fácil al igual que la edición de los archivos. Sin embargo, el lenguaje fílmico no se modificó, aún cuando los estándares aceptados cambiaron con la Web 2.0. Así, podemos afirmar que la historia en los últimos 50 años, muestra que la evolución de los medios y de las teorías del aprendizaje fue continua y sin rupturas; tomando siempre como base los conocimientos de las fases anteriores y guardando lo que estaba probado. Esta conclusión es diferente de lo que se escucha de muchos protagonistas que asocian cada nueva aplicación de medios con un cambio de paradigma. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2011-11-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/611 Virtuality, Education and Science; Vol. 2 No. 3; (pp. 11-28) Virtualidad, Educación y Ciencia; Vol. 2 Núm. 3; (pp. 11-28) 1853-6530 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/611/580 Derechos de autor 2011 Wolfram Laaser |