{"id":1351,"date":"2021-12-05T19:15:20","date_gmt":"2021-12-05T18:15:20","guid":{"rendered":"https:\/\/bildungsbericht.cuco.dev\/?post_type=supplement&p=1351"},"modified":"2021-12-05T19:15:20","modified_gmt":"2021-12-05T18:15:20","slug":"online-learning-and-teaching-digital-culture-or-clutter-integral-version","status":"publish","type":"supplement","link":"https:\/\/bildungsbericht.lu\/fr\/supplement\/online-learning-and-teaching-digital-culture-or-clutter-integral-version\/","title":{"rendered":"Online learning and teaching: Digital Culture or Clutter? (Integral Version)"},"content":{"rendered":"

Online, network- and computer-mediated learning and teaching are here to stay. While technology-rooted platforms in the education field have had their ups and downs, this time the shift towards- and entrenchment of- technology in education seems permanent. In 1967, Professor Seymour Papert and his team created Logo, a special programming language designed for children, and demonstrated that widespread literacy can and should start at a very early age. Professor Sugata Mitra\u2019s illustrious \u201cHole in the Wall\u201d experiment, in 1999, raised great hopes for what he called \u201cMinimally Invasive Education\u201d. Mere access to computers and connectivity fostered exploration and discovery, even without teacher mediation.<\/p>\n

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