1. 1 © VCILT 27.08.03 Educational Ecologies linking Social & Technological Processes for Sustainable Development Pr. Alain Senteni senteni@uom.ac.mu Virtual Centre for Innovative Learning Technologies University of Mauritius http://vcampus.uom.ac.mu/ Educational Virtual Communities

2. 2 © VCILT 27.08.03 An educational ecology is a (micro)-educational system linking an educational [virtual] community and shared resources, through technologies. A systemic, evolutionary view of education reflexive practitioners understanding the view they hold of the world and how this acts as a major influence on their work Shared Resources Technologies A Systemic View of Reflexive Pratice thru’ Instrument-Mediated Learning Activity

3. 3 © VCILT 27.08.03 The structure of educational activity [1] The activity of the community consists of interactions between its members and also with the external world to produce new knowledge & resources for capacity-building :  Community mutualizes human resources  Technology is the instrument  Shared resources are available locally but also elsewhere through an external community of proxies (close friends, physically not so close)

4. 4 © VCILT 27.08.03 The structure of educational activity [2] Freely inspired from (Engestrom,87) new knowledge & new resources [capacity, HR, technology, publications] Proxies Community SHARED RESOURCES Communityrules Technology

5. 5 © VCILT 27.08.03 Empowerment An educational ecology is usually embedded into largers (traditional) educational systems within which it maintains an autonomous life, according to rules inherited from dynamic open systems and ethics related to its educational nature The rules of educational ecologies Self-Reliance Interdependence Commitment Social Interaction Shared Resources rules

6. 6 © VCILT 27.08.03 Recommendations for follow-up action [Self-Reliance] to act using the resources available locally [Empowerment] to enable subjects to react immediately to changing circumstances by having access to decision-making. [Interdependence] to obtain resources elsewhere in order to act, to mutualize [human] resources [Asynchrony] to enable subjects to operate as quickly as possible, given local circumstances [Reflexivity] to enable critical thinking and creativity [Commitment] to regulate social interaction, reciprocity and collaboration

7. 7 © VCILT 27.08.03 Technology-Enhanced Learning @ VCILT [knowledge] Shared Contents & Resources [history-culture-heritage] homemade [coral reefs] inherited [endemic plants-sugar] homemade [Hands on-La main a la pate] [MIT-OCW] inherited [methods] Pedagogy & Communication Strategies reflexive practice, empowerment, creativity, innovation [community] local, regional, international cooperation & partnership close friends, but not so close with respect to geography Educational Ecology [ Building Blocks] Mauritius

8. 8 © VCILT 27.08.03 [instruments] Virtual Campus & LOR http://vcampus.uom.ac.mu/ Learning Objects Repository [LOR] Digital Library Knowledge Management Tool Communication Tools & Academic Management Tools a set of Reusable Learning Objects to be used as “Cognitive Lego Bricks”

9. 9 © VCILT 27.08.03 The first layer : a nationwide infrastructure supporting Technology-Enhanced Educational Services, a collaboration between the VCILT & the Computer Proficiency Programme [CPP] Governement projects to make Mauritius a cyberisland 9000 school teachers trained since October 2002; 14000 public officers currently registered Educational Ecology Step 1 [ Mass Sensitization &Training ]

10. 10 © VCILT 27.08.03 [instrument] Skills Validation & Recognition Reflexive Practice Empowerment Professionalization Ability to mobilize effectively professional skills to tackle [un]-expected situations Validation & Recognition of Skills acquired through self-training or professional experience Lifelong, flexible & continuous learning online assessment scheme Educational Ecology Step 2 [ Skills Recognition ]

11. 11 © VCILT 27.08.03 Community Development & Networking for Capacity Building [Pedagogies & Communication] Creative and reflexive approaches to support cultural diversity, creativity & reflexivity. [ Technologies ] Add value to existing resources, Build new knowledge, Create social link Support emerging educational process. [QA] Quality Assurance, Certification & Evaluation, IPR [ Innovation & Social Impact ] Methodological issues grounding the relationship between society & technology to allow for action. Mauritius (7-13 December 2003) Genericity Specificity Diversity Educational Ecology Step 3 [ ICOOL 2003 ] International Conference on Open & Online Learning

12. 12 © VCILT 27.08.03 [ instrument ] A support framework for lifelong learning [1] [ resources ][ community ] Proxies : close friends, but not so close with respect to geography New knowledge New human resources Capacity building - Skill acquisition - Value addition Derived from the Hands On (La main à la pâte ®) model

13. 13 © VCILT 27.08.03 A support framework for lifelong learning [2] [ mutualized HR] Content expert [community] Self-training user [shared Knowledge] Web site Moderators Email Q&A Email Q&A (relevant questions) [instrument] WEBSITE [ Hands on model ] Archive [instrument] LOR Derived from the Hands On (La main à la pâte ®) model

14. 14 © VCILT 27.08.03 Thank you… Recommendations for follow-up action The ethics of educational ecologies arise from their educational nature The aim of education is not to change the person but to change his/her relation to the world Empowerment, Self-Reliance, Interdependence, Asynchrony, Reflexivity and Commitment are the key factors to reconcile a culture of knowledge [product] with a culture of learning & development [process]