Author(s): R. Hinkelmann; R. Helmig; M. Paul; T. Breiting
Linked Author(s):
Keywords: Teleteaching; Telelearning; New Media; Videoconference
Abstract: Recently, teleteaching and telelearning have gained greatly in importance in all kinds of course programs in environment water as a consequence of the advances in information and communication technologies. Teleteaching and telelearning increase the flexibility of students and teachers and they enhance self-defined learning and network thinking. Furthermore, they offer the opportunity to explain complex processes or contexts better. Three different forms of teleteaching and telelearning are discussed. First, new interactive multimedia lectures are presented in the interdisciplinary GIMOLUS project and implemented in a specially adapted learning environment. Because of the declarative character of the chosen lecture Modeling of Hydrosystems, which is held as part of the civil and environmental engineering program, teleteaching-and telelearning-based methods and techniques are used for applied lectures and tutorials. One has to take into account that building up such interactive multimedia lectures is very time-consuming. Second, aspects of multimedia lectures in combination with distributed working are introduced in the context of further-education short courses held in the European Engineering Graduate School Environment Water. All the course material is available in digital form, and Internet-based simulation programs are applied. Third, two different kinds of international network lectures given in the International Graduate Program Environment Water are discussed. Expert knowledge from international partners is integrated by means of videoconferences, on the one hand by transmitting presentations of partners and on the other hand making discussions about common research topics. Teleteaching and telelearning become part of official course programs and they lead to a partial virtualization of the education in environment water.
Year: 2003