Third part of interview
July, 24 2009
What do teachers expect of contents which are part of a multimedia learning platform?
According to publisher reps, “cheap and cheerful” worksheets would be very popular. Of course, teachers should reduce their own workload. In my view, however, that also means they should use a platform to network more intensively and exchange with one another the materials they have developed and the experiences they have gained. Teachers also expect content providers to offer a great deal of materials which fit in with the curriculum. Good multimedia learning aids should be available not only in the core subjects, but also in the so-called small or subsidiary subjects. There are already multimedia products, adapted to syllabuses, in subjects with a wide scatter range. But we’re not talking about a one-to-one fit here. Languages, geography and mathematics are well catered for. To prepare learning contents sensibly, you need contents from the publishers. But then there is still the issue of the learning platform: German schools need platforms – on every teacher or pupil PC.
According to publisher reps, “cheap and cheerful” worksheets would be very popular. Of course, teachers should reduce their own workload. In my view, however, that also means they should use a platform to network more intensively and exchange with one another the materials they have developed and the experiences they have gained. Teachers also expect content providers to offer a great deal of materials which fit in with the curriculum. Good multimedia learning aids should be available not only in the core subjects, but also in the so-called small or subsidiary subjects. There are already multimedia products, adapted to syllabuses, in subjects with a wide scatter range. But we’re not talking about a one-to-one fit here. Languages, geography and mathematics are well catered for. To prepare learning contents sensibly, you need contents from the publishers. But then there is still the issue of the learning platform: German schools need platforms – on every teacher or pupil PC.
Which learning platforms have you already examined?
I’ve been working in the area of digital media in schools since 1983, and so I know most of the commercial and non-commercial products on offer.
I’ve been working in the area of digital media in schools since 1983, and so I know most of the commercial and non-commercial products on offer.
Where is the trend heading? Towards free contents?
When there isn’t much money around, the trend usually is towards free contents. That’s a natural reaction. That said, the so-called “free offers” are usually “do it yourself” contents by teachers for teachers. However, these often fall considerably short of the expectations which are influenced by commercial products; though I do know of some remarkable exceptions, such as the products which have won the digita award.
When there isn’t much money around, the trend usually is towards free contents. That’s a natural reaction. That said, the so-called “free offers” are usually “do it yourself” contents by teachers for teachers. However, these often fall considerably short of the expectations which are influenced by commercial products; though I do know of some remarkable exceptions, such as the products which have won the digita award.
So it’s best to rely on commercial contents?
I myself am a strong advocate of commercial solutions, because I want to have a responsible and reliable partner. This runs contrary to the trend in the Internet society that everything is supposed to come free. The individual German federal states are showing their willingness to provide state licenses and budgets for teaching materials. One good and successful example was the state of Hesse. It all depends on the decision-makers at every level – from the school management teams upwards.
I myself am a strong advocate of commercial solutions, because I want to have a responsible and reliable partner. This runs contrary to the trend in the Internet society that everything is supposed to come free. The individual German federal states are showing their willingness to provide state licenses and budgets for teaching materials. One good and successful example was the state of Hesse. It all depends on the decision-makers at every level – from the school management teams upwards.
Does technology play a part?
With open platforms, there is a difficulty in integrating new products or external contents. With freeware platforms, interlocking with particular and often necessary components does not work. This does not hold true for a commercial solution, which makes it possible to order the missing features and components, to the extent that this is technically feasible. This allows for faster and more flexible access to innovations. In the case of free systems, you always depend on the chance interest and voluntary behavior of the people who provide the contents. In other words, the customer-supplier principle does not apply here.
With open platforms, there is a difficulty in integrating new products or external contents. With freeware platforms, interlocking with particular and often necessary components does not work. This does not hold true for a commercial solution, which makes it possible to order the missing features and components, to the extent that this is technically feasible. This allows for faster and more flexible access to innovations. In the case of free systems, you always depend on the chance interest and voluntary behavior of the people who provide the contents. In other words, the customer-supplier principle does not apply here.
Can you sum up for us again the benefits of multimedia learning platforms?
Platforms as learning management systems can optimize communication between teachers, pupils and parents. They allow the exchange of experiences and ideas among teachers, simplify administrative tasks and make information relevant to the school available to everyone currently in the school. They can make life easier for both teachers and pupils in many ways in the teaching and learning process; targeted and individual support for children and young people should be particularly highlighted in this context.
Platforms as learning management systems can optimize communication between teachers, pupils and parents. They allow the exchange of experiences and ideas among teachers, simplify administrative tasks and make information relevant to the school available to everyone currently in the school. They can make life easier for both teachers and pupils in many ways in the teaching and learning process; targeted and individual support for children and young people should be particularly highlighted in this context.
