12 Knowledge Management for Sustainability: The Spatial Dimension …
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Excursus: Online interactions include video, audio and chat conferences, and
digitally based forums, as well as digital simulations and business games, etests, common media products, wikis and blogs. Riedel et al. (2017) found in a
survey among all lecturers at universities in Saxony that the use of traditional
media formats clearly predominates. More than 98 per cent of the respondents
stated that they used texts, presentations, graphics and images in digital form,
almost 77 per cent used films, videos and audio files. In contrast, the new media
formats mentioned, which encourage interaction, are only part of the teaching
portfolio for about a third of the teaching staff (e.g. forums: 37.3%; e-tests:
24.8%).
At first glance, the primary media-didactic question about the use of different
media formats in teaching seems to have little spatial impact in the geographical
sense. However, if one includes social and communicative aspects of virtual cooperation, changes in the room can be expected. Regardless of an increase in the degree of
use of such new media formats, devaluation, or at least a reclassification of currently
used learning spaces, may occur. In contrast, new learning spaces are being created
in places that are not yet intended for such use. Examples include spaces used while
commuting to university, and student services cafés.
12.3 Spatial Dimensions: Informal Spaces and New
Learning Worlds in Adult and Continuing Education
12.3.1 Governmental Argumentation in Favour of Digital
Continuous Education
Official education policy, however, seems to consider online elements of education
as being rather relevant for postgraduate education. Yet educational processes also
take place outside of schools and universities. In adult and continuing education in
particular, far-reaching developments can be observed, and are expected in the years
ahead. The Federal Ministry for Economic Affairs and Energy (BMWi), for example,
helps companies to digitise their business processes or sales channels, or to develop
personnel by way of digitised training and e-learning. The ministry argues for the
latter as follows: “If employees can use digital media for further training, companies
and employees benefit:
• A large number of employees can be continuously trained.
• Further training can take place regardless of time and location.
• Standardised content can be prepared interactively, quickly and in a way that
promotes learning.
• Compulsory training can be demonstrated more effectively (compliance).
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Excursus: Online interactions include video, audio and chat conferences, and
digitally based forums, as well as digital simulations and business games, etests, common media products, wikis and blogs. Riedel et al. (2017) found in a
survey among all lecturers at universities in Saxony that the use of traditional
media formats clearly predominates. More than 98 per cent of the respondents
stated that they used texts, presentations, graphics and images in digital form,
almost 77 per cent used films, videos and audio files. In contrast, the new media
formats mentioned, which encourage interaction, are only part of the teaching
portfolio for about a third of the teaching staff (e.g. forums: 37.3%; e-tests:
24.8%).
At first glance, the primary media-didactic question about the use of different
media formats in teaching seems to have little spatial impact in the geographical
sense. However, if one includes social and communicative aspects of virtual cooperation, changes in the room can be expected. Regardless of an increase in the degree of
use of such new media formats, devaluation, or at least a reclassification of currently
used learning spaces, may occur. In contrast, new learning spaces are being created
in places that are not yet intended for such use. Examples include spaces used while
commuting to university, and student services cafés.
12.3 Spatial Dimensions: Informal Spaces and New
Learning Worlds in Adult and Continuing Education
12.3.1 Governmental Argumentation in Favour of Digital
Continuous Education
Official education policy, however, seems to consider online elements of education
as being rather relevant for postgraduate education. Yet educational processes also
take place outside of schools and universities. In adult and continuing education in
particular, far-reaching developments can be observed, and are expected in the years
ahead. The Federal Ministry for Economic Affairs and Energy (BMWi), for example,
helps companies to digitise their business processes or sales channels, or to develop
personnel by way of digitised training and e-learning. The ministry argues for the
latter as follows: “If employees can use digital media for further training, companies
and employees benefit:
• A large number of employees can be continuously trained.
• Further training can take place regardless of time and location.
• Standardised content can be prepared interactively, quickly and in a way that
promotes learning.
• Compulsory training can be demonstrated more effectively (compliance).