238
J. Schulz et al.
in online or blended learning scenarios in such open collaborative networks, for
example by acquiring online tutoring skills and abilities. Finally, individual Saxonywide preliminary courses and online self-assessment tests are supported with the use
and creation of open educational resources (OER).
3
12.4 Interactions of Space and Education in the Context
of Digitalisation
12.4.1 The Spatial Dimension
Digitalization goes far beyond purely economic applications, and therefore illustrates
the specific relevance for spatial and land-related developments. The link between
digitalisation and the concept of space is addressed at this point by introducing the
concept of knowledge as an interface. An outline has already been given of how
the acquisition of knowledge using new information and communication tools will
change, and continue to change. The possibilities of the location-independent and
time-independent design of educational processes reveal that digitalisation is not a
point-source event, but one that takes place in an area. The concept of knowledge in
its spatial dimension is analysed as the central point of the discourse, since all actors
become effective as part of their complex spatial environments.
New dynamics subsequently arise following the detachment of the physical
connection of knowledge and information towards individuals. The concept of knowledge regions, which, when understood traditionally, was based on geographical,
almost demarcated areas and easily comprehensible actor interactions, needs to be
readjusted in the light of digitalisation. It can be assumed that there will be developments towards differentiated knowledge networks or global knowledge clusters, i.e.
the spatial dimension will decline in favour of the knowledge economy, meaning that
planning processes for any education domain will take place in new spatial thinking
patterns.
12.4.2 Relevant Knowledge Economics and Educational
Geographic Assumptions
It makes sense to use other relevant knowledge-economic and educational geographic
assumptions to understand the spatial dimension described above. Initially, these
must be interpreted as being detached from parallel digitalisation. Yet it is obvious
3 https://bildungsportal.sachsen.de/portal/parentpage/projekte/hochschulvorhaben/projekte-20192020/virtuelle-lehrkooperationen
J. Schulz et al.
in online or blended learning scenarios in such open collaborative networks, for
example by acquiring online tutoring skills and abilities. Finally, individual Saxonywide preliminary courses and online self-assessment tests are supported with the use
and creation of open educational resources (OER).
3
12.4 Interactions of Space and Education in the Context
of Digitalisation
12.4.1 The Spatial Dimension
Digitalization goes far beyond purely economic applications, and therefore illustrates
the specific relevance for spatial and land-related developments. The link between
digitalisation and the concept of space is addressed at this point by introducing the
concept of knowledge as an interface. An outline has already been given of how
the acquisition of knowledge using new information and communication tools will
change, and continue to change. The possibilities of the location-independent and
time-independent design of educational processes reveal that digitalisation is not a
point-source event, but one that takes place in an area. The concept of knowledge in
its spatial dimension is analysed as the central point of the discourse, since all actors
become effective as part of their complex spatial environments.
New dynamics subsequently arise following the detachment of the physical
connection of knowledge and information towards individuals. The concept of knowledge regions, which, when understood traditionally, was based on geographical,
almost demarcated areas and easily comprehensible actor interactions, needs to be
readjusted in the light of digitalisation. It can be assumed that there will be developments towards differentiated knowledge networks or global knowledge clusters, i.e.
the spatial dimension will decline in favour of the knowledge economy, meaning that
planning processes for any education domain will take place in new spatial thinking
patterns.
12.4.2 Relevant Knowledge Economics and Educational
Geographic Assumptions
It makes sense to use other relevant knowledge-economic and educational geographic
assumptions to understand the spatial dimension described above. Initially, these
must be interpreted as being detached from parallel digitalisation. Yet it is obvious
3 https://bildungsportal.sachsen.de/portal/parentpage/projekte/hochschulvorhaben/projekte-20192020/virtuelle-lehrkooperationen