engleski

eLearning and Fantazms

ICT application in learning has a vital importance for all human activities. The final implementation of computers, whether as learning subjects in learning or education in general is timely dissonant. Preparation and execution of eCourse assumes certain level of information-science education that can be provided through specific form of learning. Considering their high financial value and general treatment of formal learning as activity, computers are relatively late included into the learning process. Only the first level of software’s development, liberalisation and conscience of necessity and importance of open platforms has enabled learning to possibly apply ICT in preparation and realisation. Velocity of changes and achievements in ICT field open a wide range for possibility of their implementation. Possibilities provided by web, globalisation of business and market connectivity provide a possibility for placing eLearning as a product perhaps for the first time in a way that proves truly economic value of that activity. However, velocity also brings a risk that can be noticed in superficiality or in “market language” education is put in a situation where it is observed as “bofl” – goods of bad quality. Quality of learning content has a crucial importance in achieving a goal – good educated and certified attendant. Certainly, one shouldn’t forget the value and importance of other elements, persons and learning forms in the process. Insuring quality of (e)Learning is precondition of a final goal – qualitatively educated attendants – and consequently ensuring all benefits that can use to individual or a society as whole. Therefore, in the complete process of preparing and realising eLearning as educational form special attention should be given to treating all facts that could in any way influence quality. The final goal isn’t, though it is not forbidden, to create a brand in educational eContents. Finally, all national universities have tried to ensure a top quality in education. If in global frames global eInstitutions of higher education do emerge, one should consider a quality in all levels of realisation. Phantasm is not necessarily negativity if treated as measure of imperfections in planning and/or realising the education through eLearning as one form of it.

eLearning, paradigms, phantasms, eCourse, eTeaching

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