E-learning Competencies for Teachers in Secondary and Higher Education

Authors

  • Sebastiaan Jans Catholic University College Limburg
  • Valère Awouters Limburg Catholic University

DOI:

https://doi.org/10.3991/ijet.v4i2.739

Keywords:

digital didactics, e-learning competencies, European Computer Driving License, Information and Communication Technology (ICT), postgraduate e-learning.

Abstract


Teaching and learning with ICT requires specific competencies for teachers and lectures. Too much attention was given to the technological aspects. Teachers learned to work with hard- and software. A typical example is the European Computer Driving License (ECDL). A lot of people attend courses on text processing, spreadsheets,â?¦ but using a Virtual Learning Environment like e.g. Blackboard or Moodle demands more didactical than technical skills. Especially e-learning and blended learning is too demanding to let teachers learn to use these tools only by experimenting. More and more is generally accepted that the e-learning competencies for teachers require a longer course. Which competences and how these can be realized is the main focus of this paper? Besides the theoretical background, two examples will be showed.

Author Biography

Sebastiaan Jans, Catholic University College Limburg

Sebastiaan Jans is bachelor in teaching Commercial Sciences and Informatics and Master-student in E-Learning, Multimedia & Consultancy. He is researcher at the [ED+ict] ­ research unit of the Limburg Catholic University College in Belgium. He is ICT-trainer, ECDL examiner in company's and schools and also teacher in the international class of his university college. He is working on several projects like: 'The Open University College: An answer on demand learning for workers', 'Wireless Web Kids', 'The WEB 2.0: from installation to implementation'

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Published

2009-05-12

How to Cite

Jans, S., & Awouters, V. (2009). E-learning Competencies for Teachers in Secondary and Higher Education. International Journal of Emerging Technologies in Learning (iJET), 4(2), pp. 58–60. https://doi.org/10.3991/ijet.v4i2.739

Issue

Section

Short Papers