natgillin/translations-raw huggingface dataset:
Kursusarrangøren bestem­mer holdningen til kursus­organisation, enten klasse­eller gruppeorienteret ("fjern­klasse") eller individuelt ori­enteret ("fjernundervisning af brevkursustypen")
Course provider determines the approach to the social or­ganization of the course, ei­ther class or group oriented ("remote classroom"), or in­dividually oriented ("corre­spondence type distance edu­cation")
Tilbyde et valg: a) Ønsker eleven, at kursusarrangøren skal fastsætte indhold, indholdsrækkefølge og aktivitet?
Offer a choice: (a) Does the learner wish the course provider to specify the content, content sequencing, and learning activities?
Eller b) foretrækker han selv at vælge indhold, rækkefølge og undervisningsaktivitet?
Or (b) Would he prefer making his own choices as to content, content sequencing and learning ac­tivities?
Kursusarrangøren bestem­mer indholdsvalg, ­række­følge og undervisningsaktivi­tet
Some options were specifically of­fered to the learners in the TeleScopia courses. Among these are:
Tilbyde valgmuligheder: Herunder computerprogrammer til undervisningen, materiale distribueret via WWW, video­kassetter, multimedia databaser
Offer a choice: Options include educational software, distributed resources via the World Wide Web, video­li­brary resources, multi­media databases
Kursusarrangøren bestem­mer, hvilket undervisningsma­teriale der skal bruges til kursuset
Course provider determines the set of learning materials provided for the course
Kursusarrangøren vælger det eller de vigtigste systemer, der skal bruges til tovejs kom­munikation med eleven under kursusforløbet
Course provider determines the major way or ways in which learner interactivity is to occur in a course
Tilbyde et valg: a) Foretrækker eleven realtid, realistisk menneskelig kommunikation? b) Foretrækker eleven skriftlig tidsforskudt menneskelig kommunikation, så der bliver tid til at spekulere over kommentarer og besvare opgaver, når man selv ønsker det. c) Foretrækker eleven kognitiv vek­selvirkning med et passende udformet computerprogram eller andet undervisningsmateriale i stedet for at kommu­nikere med en person?
Offer a choice: (a) Does the learner prefer real­time, realistic human­to­human interaction? (b) Does the learner prefer written human­to­human interaction, asynchronously, so that time is available to reflect on one's comment and to answer when one wants? (c) Does the learner prefer to interact cognitively with an appropriately designed com­puter program or other learning materials instead of via communication with a person?
Kursusarrangøren beslutter, hvilken teknisk løsning der skal bruges i undervisningen
Course provider decides on the technical platform for the
Tilbyde eleven valget mellem tre hovedvarianter (eller en kombination deraf): a) En "hjemmeløsning" bestående af fjernsyn, telefon, video recorder og eventuelt computer (uden modem); b) En computernetløsning med adgang til elektronisk post, eventuelt computerkonference og even­tuelt World Wide Web via Internet; c) En tovejs videoløsning, eventuelt via ISDN eller ATM, med tovejs faciliteter for lyd og billede, eventuelt med mulighed for application sharing
Offer the learner a choice among three major platform variations (or their combination): (a) A "home" platform, with television, telephone, video recorder and player, and perhaps a stand­alone computer; (b) A computer­network platform, with access to e­mail, perhaps computer conferencing, and perhaps the World Wide Web via the Internet; (c) An interactive video platform, perhaps via ISDN or ATM, allowing two­way audio­video, perhaps also al­lowing application sharing
Kursusarrangøren træffer beslutning om kursussprog
Course provider decides on the language(s) to be used in the course
Tilbyde eleven flere sprog a) i undervisningmaterialet, b) ved tidsforskudt kommunikation, c) under realtids to­vejs billed­ eller lydtransmission og d) ved direkte person­lig kontakt
Offer the learner a choice on the language to be used in (a) lesson materials, (b) asynchronous communication, (c) real­time two­way video or audio interaction, and (d) face­to­face contacts
□ I IWB havde deltagerne efter aftale med instruktørerne indflydelse på valget af uddannelsesaktivitet.
Q In LaSept/Arte and UETP­Macedonia, learners had their choice of three lan­guages for printed lesson materials, and (in LaSept/Arte) for video materials □ In UETP­EEE learners could work in their mother tongue when working with their local tutors
Tilbyde eleven valgmuligheder: a) Skal det være ren fjern­undervisning, eller b) en kombination af fjernundervisning og selvstudium suppleret med nogle personlige lektioner?
Offer the learner a choice: (a) Does he wish to experi­ence the entire course "at a distance", or (b) Does he want to combine distance and self­study aspects with some face­to­face sessions?
Kursusarrangøren beslutter, om det skal være ren fjern­undervisning eller en kombi­nation af fjernundervisning og direkte personlig undervis­ning
Course provider decides if course is to be experienced entirely at a distance, or as a mix of distance and face­to­face emphasize that by more flexible, we mean offering the learner prior to or dur­ing participation in a course, his or her choice of options relative to a dimension.
□ I UETP­Macedonia kunne deltagerne selv vælge kommunikationsmedium ­ fax, telefon eller computer ­ samt hvordan de ønskede at modtage kursusprogrammets
In most of the courses, learners had their choice of the time when they submitted an asynchro­nous response or question via e­mail, computer conferencing, newsgroup functionalities, or fax.
Begrænsninger af muligheden for at tilbyde eleven valgmuligheder
Factors Constraining Offering Options to the Learner was available.
Hovedansvarlige for indskrænkningerne
The time flexibility was con­strained however, within the pacing and sequencing decisions set by the course provider.
Hovedindskrænkninger m.h.t. elevfleksibilitet
Key Actors Related to the Constraints
Elevfleksibiliteten ikke gennemførlig
Key Constraints on Learner Flexibility
­ Kursusarrangørerne: Har hverken tid eller ressourcer til at foregribe ændringer som følge af elevernes valg eller til at have et sammenhængende kvalitetskursus disponibelt til imødekom­melse af disse valg
­ Tutors (instructors): Cannot handle what can amount to individualized instruction because of time and also cog­nitive constraints, if the number of learners increases ­ Course providers do not have the time or resources to anticipate the permutations of options that a learner may choose and have a cohesive, good­quality course avail­able to reflect those options
Den for et kursus kompetente instans kan m.h.t. anerkendelse ikke administrere de mange ændringer i undervisningen
The legitimitizing agency related to a course cannot han­dle a wide variety of course permutations in terms of recognition for the course
­ Eleven og dennes miljø er slet ikke indstillet på tanken om at træffe et valg, men forventer, at kursusarrangøren tager ansvaret og træffer beslutningerne m.h.t. kursustilbud
­ The culture of which the learner is a part is not ori­ented toward the idea of learner choice, but instead expects the course provider to be responsible for pre­specified decisions about the course offering
Ikke råd til elevfleksibilitet
Learner flexibility is not affordable....
Enhver kombination af valgmuligheder vil kræve en del omlægning af kursuset, hvorfor stor­driftsfordele bliver usandsynlige.
Each combination of options may require some "re­engi­neering" of the course; economy of scale is not likely to occur.
De personalemæssige og tekniske konsekvenser af mange elevers valg bliver for dyre for enhver kursusarrangør
Personnel and technical implications of many learner choices are much more costly than any course provider could support
□ I UETP­EEE kunne deltagerne få eks­tra undervisningsmateriale ved hjælp af en forbindelse til WWW, og de havde også visse valgmuligheder med hensyn til ræk­kefølgen af emnerne, der til enhver tid var til disposition på WWW.
Learner flexibility may require an imaginative and crea­tive approach to course re­design that is outside the scope of many course providers (relatively few persons are innovators) ­ Some combinations of options are not compatible with each other by their very nature (if a learner prefers to work at an individual pace, choosing his own content and sequence of content, he cannot expect to also be having real­time interactivity via video­conferencing with "class mates"; if a learner chooses to work in his own language and it is a language that others in his course do not speak, he cannot insist on an emphasis on human­human interactivity, either real­time or asynchronous) number of ways. We explore some major reasons behind this conclusion in the next section.
Det aspekt, der stod til rådighed for de fleste TeleScopia­deltagere, var den tidsmæssige fleksibilitet for kommunika­tionen (tid på døgnet eller ugedag). I de fleste tilfælde kunne deltagerne selv vælge tidspunktet for aflevering af en tids­forskudt opgavebesvarelse eller fremsæt­telse af spørgsmål via elektronisk post, computerkonference, fax eller andre funk­tioner.
What factors related to tutors, course­providing agencies, learners, learners' employers, technologies, instruc­tional design, learning materials, costs, culture, social and legal issues most critically constrain or stimulate the movement from fixed ­ > flexible on these key dimensions? That the course offer in TeleScopia in­volved relatively little flexibility for the learner in terms of making choices as to his preference for course participation options is not to be taken as a criticism of the TeleScopia course providers.
Det var tilfældet, når variation 2, computernet, stod til rådighed.
Par­ticipation in TeleScopia meant that the course providers had to respond very quickly once the one­year project started, and little time was possible to re­engi­neer a course so that fundamental options could be presented, up­front, to the learner.
(I et en­kelt kursus også ved brug af fax).
Only the UETP­EEE course was a "new" course for TeleScopia, and it, too, was based on previous experience with its core course materials and a decision, prior to TeleScopia, to move to a WWW delivery platform.
Den tidsmæssige fleksibilitet var imidlertid begrænset til de af kursusarrangøren fast­satte rammer for tempo og rækkefølge.
A major benefit of the WWW as a delivery platform is its inher­ent provision for flexibility in what the learner chooses to read and to interact with through its hyperlinked nature.
Q I LaSept/Arte og UETP­Macedonia kunne deltagerne for det trykte under­visningsmateriales vedkommende vælge imellem tre sprog og (for LaSept/Arte) også for videomaterialets vedkommende.
It appears that without a technical plat­form such as the WWW, and design of a course from the start to anticipate learner choice, that offering this choice later is extremely difficult.
For øvrigt frembød samtlige kursus lige fra TeleScopias begyndelse nogen fleksi­bilitet med hensyn til stedet for deltagelse.
Time constraints were a major barrier to re­design of courses in TeleScopia in or­der to offer learners more options, par­ticularly on the seven dimensions indi­cated in Table 3.
□ I UETP­EEE kunne deltagerne bruge deres modersmål, når de var i forbindelse med de lokale instruktører.
In many cases, a choice of options cannot be simply extended to the learner, cafeteria­style, but instead the course itself may have to be re­designed and even reconceptualized in order to
Sammenhæng mellem valg af teknik og undervis­ningsmæssige valg
Relationship of Technical Platform Options and Selected Instructional Options
Giver bedre mu­Giver bedre mu­Giver større
Offering more Offering more
Benyttet teknik valgmuligheder m.h.t. delta­gelse i ligheder for at ligheder for føle sig som del personlig kon­af en gruppe takt med lærer eller klasse eller instruktør undervisnings­samarbejde
Technical Platform form opportunities opportunities options to parfor feeling part for having per- ticipate in col-
Giver større valgmuligheder m.h.t. nyskabel­ser i kursus­indhold og ­er­faringer
Offering more options for in novative course content sonal contact laborative
Computer med modem: Adgang til CMC og WWW
Computer Network Platform: Access to CMC and WWW
"P?" betyder, at mulighederne er til stede, men at der er alvorlige hindringer for at omsætte dem i praksis.
A "P ?" means that the potential is present, but that substantial barriers confront its realization in practice.
Hindringerne hænger som tidligere nævnt hovedsagelig sammen med omkostninger og menneskelige begrænsninger.
These barriers, as noted earlier, are related mainly to cost and to human limitations.
"P­" betyder ringe muligheder for kombinationen af den tekniske løsning og undervisningens centrale moment. Det bliver for vanskeligt og for dyrt at gennemføre denne kombination i praksis.
A "P -" indicates a weak potential for the technology platform/instructional focus combination: it will simply be too difficult and too expensive to realize the cell in practice.
"... ved mere fleksibel for­står (vi) forudfor eller un­der undervisningen at til­byde deltageren en række valgmuligheder i forbin­delse med et aspekt. "
For example, a course designed around the decision to expect the learners to meet both face-to-face and also in videoconferencing facilities, such as the ENIC course, cannot be "simply" repackaged to be offered to the learner who demands an individual approach, with his own choice of content and sequencing, in his own (non-French) language, with only access to a "home" technological platform.
Fleksibiliteten var ekstrem for UETP­Macedonia­kursuset, mens valgmulighe­derne for ENIC og LaSept/Arte var be­grænset til bestemte steder.
And the course provider can speak more cautiously when he offers "flexible" learning, instead indicating more specifically what aspects of learning will be more flexible in a course, given various technologies.
Kursus med tovejs videoforbindelse begrænsede selv­følgelig den geografiske fleksibilitet, i hvert fald når deltagerne skulle benytte videofaciliteterne.
In Table 5 we condense many observations within the TeleScopia Project to indicate a possible relationship between types of technologies available, and certain types of course flexibility.
Deltagerne måtte så indfinde sig på steder, der var udrustet med det nødvendige tekniske udstyr til etablering af tovejs videoforbindelser (og application sharing); det gjaldt for kursus afholdt af Berlitz, ENIC, UETP­EEE, LaSept/Arte og IWB.
Based on the opinions of course provideers, learners, tutors, and the researchers in the TeleScopia Project, each type of technology platform can be seen as particularly helpful for some types of flexibilities and not helpful for other types of flexibilities (Table 5).
kursusarrangører.
Further insights
En af de største fordele ved at benytte WWW til spredning af undervisningen er dette nets "medfødte" fleksibilitetsmuligheder med hensyn til, hvad deltagerne ønsker at hente og at reagere på via returkanalen i det stærkt forgrenede net.
From the TeleScopia experience, as well as experiences more generally, we can identify costs and human limitations as core constraints.
Tovejs video og application sharing spil­lede en varierende rolle alt efter det om­fang, hvori systemerne indgik i undervis­ningen, fra et beskedent omfang hos Berlitz til en central plads i ENIC­uddan­nelsen.
Costs and human limitations that emerged as particularly important in the TeleScopia courses are shown in Table 4.
"... hver enkelt af de respek­tive former for teknik kan anses for at være særlig værdifuld for bestemte ty­per fleksibilitet, men ikke for visse andre... "
Thus the desire to provide learners with more flexibility in course content is con fronted with formidable constraints, even when a range of modern technologies are available. These constraints are not new;
Det forhold, at TeleScopias kursustilbud ikke bød deltagerne på større fleksibilitet med hensyn til valgmuligheder til imøde­kommelse af personlige præferencer, må ikke opfattes som kritik af TeleScopias
After a year of intense involvement in the TeleScopia Project, its researchers have amassed many impressions and observations not only from their own analysis but also from the collaboration of others in TeleScopia, course providers, tutors, and learners.
Uden et teknisk grundlag som WWW og uden fra begyndelsen at have lagt et kursusprogram, der forudser deltagernes valg, har det vist sig at være særdeles vanskeligt at tilbyde denne valgmulighed på et senere tidspunkt.
Some of these conclusions show up in the specific data of the Project, in its questionnaires and its summary reports.
Svaret på spørgs­målet i overskriften ­ om mere teknik fø­
However, many of these insights are more diffuse, emerging through the synthesis
Andre indtryk
EUROPEAN JOURNRL
De mange sprog i Europa er et kritisk punkt for transeuropæisk fjernundervisning. visning.
The "many languages"problem is criti­cal to trans­European tele­learning of partner interaction, and personal and inter­partner reflection.
les betragtninger. Vi afslutter artiklen med ni af disse indtryk.
We conclude this discussion with nine of these insights here.
Pladsforholdene tillader ikke, at de uddybes nærmere i artiklen, men de er alle behandlet i Tele-Scopia-slutrapporten (Köhler & Collis, 1995). 5.
There is not space in this article to expand upon them here, but each is dis­cussed further in the final TeleScopia re­port (Köhler & Collis, 1995): 5.
Tænk hele tiden realistisk på omkostningerne; omkostningerne pr. elev/ kontakttime er stort set de samme uanset benyttet teknik.
Keep cost issues realistically in mind; costs per learner/contact hour are gener­ally similar regardless of technical plat­form
Løsningerne skal udspringe fra deltagerne og ikke fra det, som kursusarrangøren ønsker at tilbyde, eller af trang til at tage nyt materiel i brug.
Solutions must be learner driven, not driven by what the course provider wants to offer or by "technologypush".
Mere (dvs. mere teknik, mere interaktiv kommunikation, mere af det hele) er ikke nødvendigvis bedre.
More (i.e., more technology, more interactivity, more communication, etc.) is not necessarily better
Undgå eksperimenter med "rigtige" elever.
Avoid experimentation with real learn­ers
Der skal findes bedre måder til at måle og bevise effektivitet.
Better ways to measure and demon­strate effectiveness must be found.
Debatten om modulopbygget uddannelse i Forbundsrepublikken Tyskland system til håndteringsteknikken.
Some remarks on modular training in the Federal Republic of Germany lation of entire production processes was conceptualized as a modular component.
Hånd­teringsmodellen til simulation af hele pro­duktionsprocesser er i den forbindelse ble­vet udviklet som moduler.
In this context there are also plans in the printing industry to extend and enhance the present vocational training system through a building block system.
I den seneste tid har man i Tyskland i stigende grad diskuteret moduler og modulkoncepter i erhvervsuddannelsen.
In recent months there has been a growing discussion of training modules and modular concepts in vocational training in the Federal Republic of Germany.
I den forbindelse er det ikke altid fremgået klart, hvad der forstås derved.
But, very often, it is not quite clear what is actually meant by these terms.
I et dokument fra december 1995 gjorde de ledende erhvervssammenslutninger i Kuratorium der Deutschen Wirtschaft für Berufsbildung (det tyske erhvervslivs koordineringsinstans for erhvervsuddannelse) redefor, at begrebet moduler kan anvendes i for­skellige sammenhænge, nemlig didaktisk­metodisk, indenfor efter­ og vide­reuddannelsen, indenfor erhvervsuddannelserne, som supplerende kvali­fikationer og til bestemte målgrupper.
In a paper prepared in December 1995, the leading confederations in the German Industry and Trade Advisory Board for Vocational Education (Kuratorium der Deutschen Wirtschaft für Berufsbildung) explained that the concept of modules can be applied in different contexts, such as in didactic methodology, in continuing training, in vocational train ing, for the acquisition of additional qualifications and for specific target groups.
I debatten om moduluddannelse i Forbundsrepublikken kan der skelnes mellem to hovedpunkter eller emne­områder: for det første drejer det sig om anvendelse af moduler i erhvervs­uddannelsespraksisen, for det andet om den uddannelsespolitiske diskus­sion om moduler indenfor erhvervsuddannelsen.
In this discussion on modular training in the Federal Republic of Germany, a distinction may be made between two key areas: one is the utilization of modules in vocational training practice, the other is the policy discussion on modules in vocational education and training.
I denne forbindelse kan det også nævnes, at man inden for trykkerisektoren overve­jer at supplere og videreudvikle den hidti­dige erhvervsuddannelse med et modul­system.
3- Modules as additional qualifications: certain module courses, e.g. foreign languages, are offered as an extension of initial and continuing training concepts.
Uddannelsesdeltageren vil her kunne vælge mellem forskellige moduler. Efter gennemførelse af bestemte mini­mumsmoduler afsluttes uddannelsen med kammerprøven.
For instance, trainees in commercial occupations can present proof of their foreign language proficiency to individual Chambers of Industry and Commerce and then acquire the "additional qualification of foreign language for trainees in commer
Moduler i den erhvervsmæssige efter­og videreuddannelse: Inden for den er­hvervsmæssige efter­ og videreuddannelse har man i lang tid anvendt modul­koncepter.
Modules in continuing vocational training: modular concepts have been used for many years in continuing voca tional training.
Således fremmedsprog for handels­ og kontor­ mí biM m elever".
For instance, the Federal REFA cial occupations".
Ligeledes har enkelte industri­ og handelskamre udviklet videreuddannel­sesprøver i fremmedsprog i jobbet for erhvervsaktive.
Some Chambers of In dustry and Commerce have also developed continuing training examinations in for eign languages for persons in employment.
De pågældende moduler er struktureret ens, har klart de­finerede adgangskrav, undervisningmål samt læseplaner.
Modules for the qualification of spe cess requirements, learning objectives and cific target groups: the post-school quali teaching programmes are clearly defined. fication of young adults with no voca The main idea underlying this modular tional training is undertaken in the form concept is a flexible use of course mod of job-accompanying modules.
Den ledende ide bag dette modulkoncept er en fleksibel anven­delse af kursusmoduler og dermed en flek­sibel udformning af uddannelsen for virk­somheder og arbejdstagere.
Recently, ules and thus a flexible form of training modularization has also been seen as a for companies and individual workers. possibility of providing vocational educa tion and training for young persons who are poor learners.
Handwerks­kammer Trier har på anden vis opbygget sit tilbud på fremmedsprogsområdet ved hvervsuddannelse.
Some vocational educationalists suggest that these alternatives should be explored.
Mange erhvervs­ hjælp af moduler.
The Chamber of Crafts in Trier has, on the other hand, used a different structure for the modular conception of its foreign language training.
Det gennemfører et pædagoger anbefaler, at denne mulighed modul på 16 timer i fransk for mestre.
Here, a 16-hour modular course in French is conducted for male and female supervisors (Meister).
Den hidtil fremstillede anvendelse af mo­duler erpraksisorienteret.
The utilization of modules described above is practice-oriented.
Hverken anven­delsen udfra didaktisk­metodiske aspek­ter eller udviklingen af koncepter inden for efter­ og videreuddannelsen eller til supplerende kvalifikationer samt den modulopbyggede udformning af tilbud til
There is no controversy on the use of modules in didactic/ methodological approaches or for the de velopment of continuing training concepts or for addition al qualifications oras com