natgillin/translations-raw huggingface dataset:
Skerne 3 viser nogle af disse forskelle.
However, media vary in their ability to handle concrete knowledge.
I pædagogisk sammenhæng er det ensbetydende med, at nogle metoder er bedre end andre til fremstilling af elementer, der er af særlig vigtighed for undervisningen.
None but television though can fully represent events that cannot be brought into the class room or laboratory, and only television can provide full symbolic representation of events or movement.
Vi ser især, at medierne har forskellige muligheder for at fremstille konkret eller abstrakt viden.
Television in particular is very rich symbolically, able to handle all forms of representation of knowledge, except direct experience.
Forskning har ligeledes vist, at medens abstrakte idéer eller almene principper lige godt kan anskueliggøres af et hvilket som helst medium, så er der alligevel forskel på mediernes evne til at udvikle forskellige kvalifikationer.
D Control characteristics of audiovisual media casts, is much more difficult than learning from permanent material, like books, cassettes or discs.
Det skyldes i nogen grad muligheden for at styre medierne (se nedenfor) og tillige disses fremstillingsmuligheder. Eksempelvis er datamaskiner glimrende til at vise og efterprøve regelbundne processer eller felter inden for abstrakt viden, hvorpå der findes entydigt korrekte svar.
Furthermore, there are design implications, once audiovisual material is available in permanent form.
På den anden side er tv, som følge af dette mediums rige muligheder for symbolsk fremstilling med deraf følgende behov for fortolkning, bedre til at klare opgaver, som har mere end én løsning.
Videocassettes in particular lend themselves to group use, because of the need for interpretation and discussion of video examples. This can increase the activity and participation of the learner.
Det er især værdi fuldt i forbindelse med erhvervsfaglig ajourføring og uddannelse, hvor deltagerne allerede har et godt grundlag at gå ud fra, men skal lære at tilpasse sig ændrede for hold.
This has several consequences for teaching. First, most kinds of abstract knowledge can be handled by any medium, but television in particular, and to some extent print and computers, can provide concrete examples.
Tv er også et godt medium til uddannelse i mekaniske eller metodiske færdigheder og til at vise rækkefølgen i et handlingsforløb; til uddannelse i omgang med andre ansatte og til at ændre holdningen ved hjælp af dramatisering eller dokumentarfilm, som sætter deltagerne i stand til at identificere sig med de viste personer.
Thus television can demonstrate processes or procedures, 'model' or construct concrete examples of abstract ideas, demonstrate interpersonal communication, dramatize or reconstruct events through documentary-style production. These representational possibilities are particularly important for non-academic learners, who often require concrete examples or demonstration rather than abstract theory.
hed for at »styre« det benyttede medium. Eksempelvis er radio­ og tv­udsendelser (også pr. kabel eller satellit) at betragte som et flygtigt medium.
Another important criterion influencing choice of media is the control over the me dium available to the learner.
Kassetter og pladers værdi ligger ikke blot i deres evne til at tilla­de deltagerne at se eller høre det audiovisu­elle stof på de mest bekvemme tidspunkter.
The value of cassettes or discs lies not just in their ability to allow students to view or listen to audio visual material at more convenient times.
De gør også tilegnelse fra tv­skærm eller højttaler langt mere effektiv.
They also enable learning from television and audio to be much more effective.
Kassetten spil­ler samme rolle i forhold til en radio­eller tv­ udsendelse som en bog til et foredrag.
In deed, the cassette is to the broadcast what the book is to the lecture.
Skema 4 indeholder en sammenligning af styringsmulighederne for radio­ og tv­ud­sendelser og kassetter.
Table 4 below compares the control characteristics of broadcasts and cassettes.
En foredragsholder kan anskueliggøre et forsøg, og såvel lyd bånd som tryksager kan berette om eller beskrive hændelser.
Research has indicated that learning from
Disse forskelle mellem medierne viser betydningen af, at underviserne ikke blot bestemmer kursusindholdet, men også hvilken form for tilegnelse, der tistræbes (for ståelse, analyse, henføring af principper til konkrete eksempler, opgaveløsning, evne til at omgås andre, mekaniske færdigheder, holdningsændring osv.), og i videst muligt omfang sørger for at afstemme valg og brug af medierne derefter.
Interactivity — the ability for the learner to respond in some way to the teaching material, and obtain comment or feedback on the response — considerably increases learning effectiveness. -This is at its strong est in computerbased learning, where learners can be tested, corrected, or given remedial activities by the computer.
Forskning har vist, at tilegnelse fra »flygti­ge« medier som radio­ og tv­udsendelser er langt vanskeligere end tilegnelse fra perma­nent materiale som bøger, kassetter eller plader.
However, this form of television is much more expensive to produce than the use of television for relaying lectures.
Det forhold, at audiovisuelt stof fo­religger i permanent form, øver også indfly­delse på dets udformning. Stof på kassette behøver således ikke at ligne den mere omstændelige, kontinuerlige form, der bru­ges i udsendelser.
However, using television to relay lectures fails to ex ploit the unique presentational characteristics of television; indeed, audio plus printed notes is equal symbolically to a televised lecture and is more likely to be effective, for reasons we shall see shortly.
Skema 4: Udsendelse kontra kassette
Table 4: Broadcasts v. cassettes
Kassette Til disposition efter behag
Cassette Available when needed
Udsendelse Se/høre på bestemte tider »Flygtig«, kun én gang
Repetition/search/mastery Analysis/relating/reflection
Gentagelsesmulighed Opsøgning, eleven bestemmer
Individually paced Integration easier
Disse fremstillingsmuligheder er særligt vigtige for ikke bogligt-orien-terede kursusdeltagere, der i mange tilfælde har mere brug for konkrete eksempler eller demonstration end for abstrakt teori.
Part of this relates to the control characteristics of media (see below) and part to the representational features.
Analyse/sammenligning/overvejelse Elev bestemmer selv tempoet Lettere at integrere
For instance, computers are excellent for presenting and testing rule-based procedures, or areas of abstract knowledge where there are clearly correct
Brug af tv til foredrag
Vocational training 1/1988
Direkte tv­udsendelser o video
D Organizational issues
Direkte udsendelser
Control characteristics
Kun ét tempo ningsmaterialet og få en bemærkning eller tilbagemelding — bidrager i høj grad til un­dervisningens effektivitet. Det kommer ty­deligst frem i datamatstøttet undervisning, hvor deltagerne kan kontrolleres, rettes el­ler få nye opgaver af datamaskinen.
Lastly, I want to say something briefly about organizational issues: the policies and structures within a training organiza­tion that can support or hinder the use of audio­visual media for training.
Men det er som sagt et me­get dyrt redskab.
of a particular technology.
Lydbånd­ og videokasset­ter kan laves, så de giver mulighed for to­vejsaktivitet, og de tillader en friere ud­formning af besvarelsen end datamatstøttet undervisning.
The role of ex­ternal consultants then becomes important; unfortunately, far too many consultancies are not independent, but wedded to a par­ticular technology.
Analyse/Sammenligning/Eftertanke
Available when needed
I sidste ende vil nyskabelser inden for dette område i høj grad være afhængige af, at der på højeste plan er nogle, der virkelig in­teresserer sig for indførelse af nye media el­ler uddannelsesmetoder: En bestyrelsesfor­mand eller et bestyrelsesmedlem.
Perhaps the most important is the tech­nological structure that already exists within an organization for other purposes: internal communication, transfer of funds, public relations.
Det om­vendte gælder også: Forkerte investeringer eller dårligt mediavalg vil ofte være resul­tatet af en forkert informeret tilhænger af et bestemt system.
Thus if an organization with multiple outlets already has a com­puter network in place, and technical staff to develop and maintain that network, the introduction of computer­based learning or computer conferencing becomes that much easier and more realistic.
Bestyrelsesformanden har normalt ikke tid til at erhverve al den vi­den, der er nødvendig for at træffe et for­nuftigt valg af uddannelsesmedia.
Training then be­comes a marginal cost on an already estab­lished system.
Eksterne konsulenter spiller en vigtig rolle, men desværre er alt for mange af disse ikke uafhængige, men stærkt knyttet til et be­stemt system.
We have seen that there are several factors to be taken into consideration when decid­ing on the potential use of audio­visual media for vocational training: access, and where learners are to study; costs, particu­larly production costs, related to numbers of trainees; teaching requirements, in terms of skills and the kind of training required; the control characteristics of the media, and the extent to which they encouragé active learning; and the organizational framework in which audio­visual media will be in­troduced for training purposes.
Indflydelse på udformningen
Designing a training system using audio­visual media
Betydningen af tovejsaktivitet
Individually paced
Direkte udsendelser: ringe
Importance of interactivity: computers strong cassettes medium
Planlægning af uddannelse med audiovisuelle media gøres notater efter hver sekvens, så der bli­ver mulighed for kontrol enten på selve kas­setten eller i notatform.
Audio­visual media can be used effectively to support traditional face­to­face voca­tional training.
Videokassetter er særligt velegnede til gruppearbejde, fordi eleverne kan fortolke og diskutere de viste eksempler.
In such circumstances, em­phasis will be given to the presentational characteristics of media, and to using bought­in material, as appropriate.
Det bidrager til forøgelse af del­
While there is tremendous scope for extending this use of media in vocational training, it will inevitably be an 'add­on' cost to conven­tional vocational training, although it may also increase training effectiveness.
For det andet er der det indtryk, en virk­somhed giver udadtil.
Secondly, there is the public image of a company.
Det nævntes, at lyd­båndkassetter i forbindelse med tryksager er et både billigt og yderst effektivt redskab i uddannelsen.
We have seen that audio­cas­settes combined with print materials can be a very low­cost but highly effective training medium.
Men bestyrelsen vil ikke lægge nær så meget mærke til uddannelses­lederen, hvis han indfører et sådant system, som hvis han går over til datamatstyrede vi­ tagerens aktivitet og medvirken.
But the training manager is not going to get noticed by his board so much for introducing that as he might for bring­ing in computer­controlled video­discs: they are much more sexy, and it may be easier for him to 'sell' video­discs to the board, at much higher costs, than the worthy but dull audio­cassette and print.
Tovejsaktivitet — deltagerens evne til på en deoplader: De er meget »smartere«, og det
The introduction though of open and dis­tance learning for vocational training repre­sents a far greater challenge, but also offers the potential for not only widening the scope of vocational training, but could also, in appropriate circumstances, lead to significant savings in costs and/or increased effectiveness.
Audiovisuelle media kan med godt resultat benyttes som supplement til erhvervsuddan­nelse ved instruktør.
It should be clear by now though that voca­tional training will in most circumstances is that they combine the strong interactivity of computers with the powerful representa­tional qualities of television.
I dette tilfælde vil ho­vedvægten blive lagt på mediernes fremstil­ eller anden måde at reagere på undervis­ er meget muligt, at det vil være lettere for
Audio and video­cassettes can be designed to increase learner interaction, and do allow for more open­ended and interpretative responses than computer­controlled learning.
Indflydelse på uddannelsen
Implications for training
Bestående tekniske muligheder på virk­somheden ham at »sælge« det meget dyrere videopla­desystem til ledelsen, end det velfortjente men kedelige system med lydbåndkassetter og tryksager.
If training has traditionally been based on face­to­face in­struction, often located in pleasant sur­roundings, and with a generous hospitality budget, it is going to be difficult to per­suade the training department itself on the value of open learning or distance training methods.
De ansatte, der deltager i ud­dannelsen, kan også få fornemmelsen af, at virksomheden er bagud i forhold til kon­kurrenterne, som bruger »højtekniske« ud­dannelsessystemer.
It will mean transferring, for in­stance, part of the training budget away from teaching staff into operational depart­ments, such as computing or audio­visual production.
2) Virkning natiti): »Smarte« > < traditio­nelle løsninger 2) Skepsis m.h.t. visse metoder — (f.eks. datamatstyrede videoplader, videofore­drag; satellit­tv) — kun velegnede under særlige omstændigheder
Unless this is done, though, it will be hard to justify the use of audio­visual media on cost grounds. There will also be a major requirement to train the trainers in the selection and use of audio­visual media.
Den tredje faktor er uddannelsesafdelin­gens opbygning.
Need to re­organize training to obtain cost­benefits of using media
Store virksomheder med enten bekostelige uddannelseskrav el ler meget stort deltagerantal kan overveje trykt materiale i forbindelse med omfattende brug af lydbånd og kvalitetsvideo plus muligheder for gruppearbejde.
Some of the more powerful teaching media, like computer­controlled video­discs, are extremely ex­pensive; some of the low­cost technologies, such as televised lectures, suffer from a lack of learning effectiveness.
For små og mellemstore virksomheder vil friere former for uddannelse og fjernundervisning kræve, at man kan få færdige audiovisuelle materialer enten fra offentlige institutioner som det britiske »Open College« eller fra store kommercielle uddannelsesvirksomheder. Den store vanskelighed ligger i ophavsrettighederne.
No single medium can tackle the range of learning require­ments and teaching approaches needed in the field of vocational training.
For mange virksomheder vil det være værdifuldt at kunne udnytte optagelser af radio- og tv-udsendelser efter om redigering deraf til uddannelsesformål.
On the other hand, there has to be some restriction on the range of media that can be used, if only on cost grounds.
Men det kan ikke lade sig gøre i øjeblikket på grund af de fleste europæiske landes lov givning om ophavsret.
It is important then to concentrate on a limited range of two or three 'core' media, perhaps supported by one or two other support media.
Læserne vil sikkert have forstået, at er hvervsuddannelse i de fleste tilfælde kræver en blanding af forskellige media.
panies, with either expensive training re­quirements, or very large numbers to train, could consider print, supported extensively by audio and high quality video, with addi­tional opportunities for group work.
En del af de mere slagkraftige medier som datamat styrede videoplader er overordentligt bekostelige; en del af de billigere metoder som tvforedrag er ikke effektive nok i undervisningsmæssig henseende.
For small or many medium­sized companies, open and distance training will require 'off­the­shelf' provision of audio­visual ma­terials, provided either by public bodies, such as the Open College in the United Kingdom, or possibly by large commercial training companies.
Intet enkelt me dium kan opfylde alle krav og aspekter af erhvervsuddannelsen.
The main restriction here will be copyright.
På den anden side må der være en vis begrænsning af hvor mange medier, der kan anvendes, om ikke andet så på grund af udgifterne dertil.
What would be valuable for many companies would be se­condary use, i.e. the recording of broadcast material which can be edited and reused for training purposes.
Der for bør man koncentrere sig om et begrænset udvalg på to eller tre »hovedmedier«, som eventuelt kan suppleres af et el ler to støttemedier.
This is not possible cur­rently under the copyright law in the major­ity of European countries.
Jeg er altså noget skeptisk med hensyn til visse nye tekniske hjælpemidlers anvendelse inden for erhvervsuddannelsen.
You will see that I am therefore sceptical about the value for vocational training of some of the newer applications of techno­logy.
Data matstyrede videoplader er overordentligt dyre og har kun berettigelse under ganske særlige uddannelsesomstændigheder.
Computer­based video­discs are ex­tremely expensive, and can be justified only in very special training circumstances.
Jeg er yderst forbeholden med hensyn til brug af videoforedrag (tutored video instruction) fra De Forenede Stater som en form for erhvervsuddannelse.
I have considerable reservations about the in­troduction of televised lectures (tutored video instruction) from the USA as a form of vocational training.
Den er måske nok bil lig i forhold til kvalitetsvideo, men den ud nytter ikke skærmbilledets fremstillingsmuligheder og er heller ikke så billig eller ef fektiv som lydbåndkassetter i forbindelse med trykt materiale.
While cheap com­pared with high­quality television, it fails to exploit the presentational characteristics of television, and is neither as cheap nor as ef­fective as audio plus print.
På tilsvarende vis er hovedfordelen ved satellit-tv muligheden for at udstrække dækningsområdet fra et enkelt land til hele Europa og for at forøge antallet af kanaler til undervisningsformål.
Similarly, the main advantage of satellite TV is the po­tential to expand television coverage from a national to a European basis, and to in­crease channel availability for training purposes.
Der skal dog fremdeles føres bevis for, at systemet omkostningsmæssigt kan konkur
It has yet to demonstrate though that it can match video­cassette distribution for costs (even on a European­wide basis), or for educational effectiveness.
Audiovisuelle media kan indebære mange fordele for erhvervsuddannelsen.
Audio­visual media can bring many be­nefits to vocational training.
Men det er ikke nogen billig løsning, og den bør ud nyttes med forsigtighed og omtanke.
For medium­sized companies then wishing to develop their own training material, audio plus print, possibly supplemented by some bought­in video and face­to­face teaching, could enable the introduction of open or distance training. Large com­
Vi har vist, at lydbåndkassetter i forbindel
It is also likely that there will need to be some element of face­to­face contact, mainly in the form of group work, perhaps discussing material.
Ti års erfaringer med undervisnings­TV der havde afsluttet en første uddannelsescy­klus i Canal Emploi.
The genesis of an educational television channel: 1977­87 — the first 10 years by literacy courses, for unemployed people with a low standard of school education who were excluded from the traditional mainstream of vocational training.
Tilblivelseshistorien for et undervisnings­TV
■ television is regarded as contributing to­wards this ambitious project in that it serves as the interface with the general public, part of an educational strategy that also includes the introduction by Canal Emploi's 'training' sector of long­term courses for the unemployed.
TV har her fået til opgave at skabe øget for­ståelse for og fremme uddannelsesaktivite­terne.
In 1981, the decision was taken to create a structural link between the two sectors of Canal Emploi by setting up a distance training agency called 'Télé­formation', es­sentially for the provision of continuing training for people who had completed Canal Emploi's preliminary training cycle.
Målsætningen for dets ugemagasin på 75 minutter er at anvende TV­mediet til bestræbelser på at bryde ledige arbejdstage­res isolering og apati ved at oplyse dem om deres rettigheder, om deres muligheder for videreuddannelse og erhvervsuddannelse samt om de socioøkonomiske forhold i re­gionen.
The initiators of the project were the training institutes of the two leading Bel­gian trade unions,' joined by social science teachers at the University of Liège who were concerned about the spread of reces­sion and rising unemployment.
Hensigten med dette forsøg, der omfattede udsendelse af kabel­TV­programmer, semi­narer og hjemmearbejde, og som udeluk­kende behandlede socio­økonomiske em­ner, var at give ledige et redskab til analyse af krisen.
In this strategy, the role of television is to arouse awareness and promote educational efforts.
Den pædagogiske udformning havde en del svage punkter, ikke så mærke­ligt, for her forsøgte man sig jo med noget helt nyt.
The purpose of its 75­minute weekly Magazine is to make use of the im­pact of televison to break through the isola­tion and apathy of people suffering from unemployment, informing them as to their rights, continuing and vocational training facilities and the opportunities they afford, as well as the regional socio­economic context.
1 år kan man fejre tiårsdagen for Canal Em­ploi Télévision (TV­kanalen »Beskæftigel­se«): Liège­regionen i Belgien har haft un­dervisnings­TV siden 1977.
Based on cable­TV programmes, seminars and personal study, the purpose of this ex­periment — concentrating exclusively on socio­economic subjects — was to give un­employed people the means of analysing the crisis.
Et tematisk TV om problemerne i forbindelse med den økonomiske krise: beskæftigelse og ledig­hed, sociale nyskabelser og livslang uddan­nelse.
Understandably in such an experi­mental context, there were a few weak­nesses in this teaching resource.
I øvrigt var i 1984 tiden kommet, hvor Ca­nal Emploi Télévision måtte gøre status og træffe nogle valg.
The opportunity arose when, in 1976, the authorities in Belgium — the country with the highest proportion of cable­TV users in the world2 — launched experiments in local television modelled on experience in Quebec.
Institutionen var født af krisen, og dens udvikling havde hele tiden været præget af en vis usikkerhed som følge af sparepolitikken i 70'erne og 80'erne.
The promoters of Canal Emploi Télévision decided to join in with those ex­periments.3 of Liège seemed to have been struck by dis­asters.
særlig hårdt ramt, hvilket for projektets ophavsmænd var en grund mere til ikke blot at gøre opmærksom på problemets al­vor, men også til at udnytte positive erfarin­ger, sociale nyskabelser og kreative perso­ner.
All the more reason, according to the project promoters, to highlight posi­tive experience, social innovation and crea­tive individuals rather than concentrating exclusively on the problems.
Dette er en af grundene til oprettelse af Ca­nal Emploi Télévision, selv om indsatsen godt kan se lidt sølle ud i forhold til omfan­get af menneskelige og sociale tragedier i vor tid.
This is one raison d'être for the Canal Emploi Télévision project, however minor it may seem by comparison with the scale of human and social dramas through which we are living today.
Anledningen: de offentlige myndigheder indledte inspireret af Quebec­modellen i 1976 forsøg med lokal­TV i en egn med den tætteste kabeldækning i verden 2), og initia­tivtagerne til Canal Emploi Télévision øn­skede at være med heri3).
For Canal Emploi Télévision, 1984 was a year for a review and for decisions.
skulle løse en opgave, der krævede betydeli­ge midler m.h.t. penge og materiel samt et højt kvalifikationsniveau af medarbejder­ne, det er den paradoksale situation, som projektet har måttet leve med lige fra star­ten.
It was an institution that had come into being as a result of economic crisis, and its develop­ment had consistently been somewhat pre­carious, given the budget austerity of the 1970s and 1980s.
Lidt historie
A little bit of history
Magasinet fik hurtigt service­rubrikker: stillingstilbud, retshjælp osv.
The TV crews were in the thick of social conflict, reporting on strikes and factory sit­ins for the Magazine.