Information Technology Reference
In-Depth Information
the concrete context of use, where, for instance, the communication forum selected
is made explicit, or by indicating that there are several teacher and student roles and
teacher and student functions, and that these are, so to speak, mutually dependent,
thereby indicating a built-in complexity in the system. We will unfold the figure by
elaborating on the presented basis, including students, teachers, and issues.
The purpose is to illustrate the complexity which rules when it is about the edu-
cational system. The following figure (Fig. 19.2) is meant to be a point of departure,
when we begin to consider the possibility of reducing complexity in the educational
system. The figure illustrates some of the parameters in play and which every teacher
must make decisions about, as she must decide what to select and what to deselect
in the concrete context. And clearly, determining the concrete context must be the
fundamental decision when preparing, planning, and organizing teaching.
Depth/width
Mobile media,
Podcats,
Applications, etc.
Txt-books
Subject specific/crosscurricular
Required
qualifications/
compentences
Digitale
media
Issue, theme, subject
Media, Learning
resources
Net-
mediated
Policy-papers
f2f
Communication
Lectures
settings
teachers
By Year-
group
students
abilities
Test/evaluation
Working
methods
potentials
Roles/functions
Problem
based
group
Weekly, monthly, ad hoc
Organization
Fig. 19.2
The complexity of mutually depended didactic parameters
Thus, in Fig. 19.2 we present a complicated graphic of the many issues a current
teacher must consider. The figure does not show all possible connections or interac-
tions between and among the elements; rather, it shows a picture of the complexity
the teacher has to deal with when making every decision concerning the parameters
in play when organizing her teaching.
The next figure tries to look at the same domain but with a complexity reduced
perspective using a lens focusing on a mix of relations. Thus, Fig. 19.3 offers a
picture of relationships where temporality plays a role. Some of the arrows in the
figure tell about present relation and mutual influences; other arrows demonstrate
expected mutual influences.
