Didactic and Pedagogical Orientation

Blended learning:
The concurrent/interactive use of various learning and teaching modes, including technology-supported modes as well as direct personal communicative interaction and the use of paper-based learning materials. Valdez defines blended learning as "a type of learning that combines multiple delivery methods throughout the learning process” (2001). For Logos Gaias this means that all classes that are and will be held in the framework of the project combine the use of textbooks, pdf materials to be printed by the learners, online content on the website, databases to be used for data retrieval in the context of referential learning purposes, and chatrooms and other computer-based communication functions of the Logos Gaias System.

Learner-centered approach:
Originally developed as “self-directed” and “autonomous” learning, the learner-centered approach to eLearning is a general orientation in the process of defining the architecture of an eLearning system and its components in such a way that the learner can use the system and all its functionalities without the massive help of a tutor or teacher (after having been trained in using the system and after having understood the guiding principles of the system). The system is being designed in such a way that it supports the process of reaching the learning goals defined for each university course and for each class.

Resource-based learning:
This eLearning approach is currently less widely known except in library and information management communities where the self-definition and identity construction of modern libraries as learning centers, learning resource centers, knowledge centers, knowledge resource centers, etc. Resource-based learning focuses on providing access to existing learning resources and on supporting needs- and purpose-driven information search operations by the learner. Tutors and teachers have an additional role of supporting such information seeking processes or by asking librarians (usually self-defining themselves as cybrarians) and information professionals as well as knowledge managers to take over such a role in an eLearning project. This is precisely what we are doing in the Logos Gaias project:
information specialists of university libraries are included in the project implementation team in order to be available to learners upon request in helping them to find learning resources on particular and relevant topics. Professors who guide the implementation of the project in partner institutions are preparing orientation guidelines that facilitate directed and efficient information seeking processes that should lead the learner to relevant resources from which they will start their learning process.

The epistemological orientation of the project can be added to those that use constructivist learning principles: the learner is creating his/her own individual, cognitive organization of knowledge rather than assuming a simple and straight-forward one-way knowledge transfer between a teacher and a learner. Focusing on the constant dynamics and progress of scientific knowledge in any discipline, all those involved in eLearning processes are constantly changing their own cognitive organization of knowledge. This process is significantly supported and influenced by communication processes that are also part of the Logos Gaias system.

The intercultural, interlingual orientation: all modules have multilingual communication support, multilingual data. The whole system is designed in such a way that groups from different cultures are able to use it efficiently and that they can interact across cultural boundaries more easily.