Marko Krevs, Univerza v Ljubljani, Filozofska fakulteta
Predstavitev
Povzetek
Članek in predavanje predstavljata izkušnje z uvajanjem e-izobraževanja na eni največjih fakultet v Sloveniji. Predstavljeni so dejavniki, ki pomembneje vplivajo na vzpostavitev in izpopolnjevanje e-izobraževanja na fakulteti. Zaradi velikosti in raznovrstnosti fakultete je uporabljen postopen (»mehek«) pristop k uveljavljanju e-izobraževanja, ki temelji na širjenju zavedanja o možnostih in pasteh tovrstnega izobraževanja ter učiteljevi prostovoljni odločitvi o vključitvi e-izobraževanja v svoje in študentovo delo. Pozornost je namenjena tako nekaterim strateškim odločitvam pri uveljavljanju e-izobraževanja kot tudi konkretnim finančnim, kadrovskim in tehničnim vidikom tega procesa. Ocenjeno je dosedanje izvajanje fakultetne strategije pri uveljavljanju e-izobraževanja. Izpostavljena je zmotnost pričakovanj, da vzpostavitev »tehnološke infrastrukture« in posredovanje osnovnih veščin njene e-izobraževalne uporabe zagotavljata uspešen razvoj e-izobraževanja. Tehnološke možnosti danes izrazito presegajo pedagoška znanja, kako te možnosti uspešno uporabiti v e-izobraževanju. Zdaj so torej na potezi (predvsem) pedagogi.
Abstract
The paper and the lecture present experience of introducing e-learning to one of the largest Slovenian faculties and factors that manly influence the process of e-learning implementation and development at the faculty are discussed. Due to the size and heterogeneity of the faculty e-learning is implemented by successive (»soft«) approach, based on propagating of the awareness about the challenges and pitfalls of such education, and on teachers' free choice to include e-learning into their and students' work. Attention is turned to some strategic decisions related to the e-learning implementation, as well as to concrete financial, personal (staff-related), and technical aspects of this process. So far performed introduction of the e-learning to the faculty is evaluated. Mistaken expectations that successful development of e-learning is ensured by establishing the »technical infrastructure« and by teaching only basic skills of its use are pointed out. Today the technological possibilities distinctively exceed the pedagogical knowledge about the successful application of those possibilities in e-learning. Therefore it is (above all) educators' move now to follow.
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