Presentation on theme: "E-Learning Contributing to The New Education for the 21st Century? World Education Fellowship International Conference Sofia, August 2006 John Stephenson."— Presentation transcript:
E-Learning Contributing to The New Education for the 21st Century? World Education Fellowship International Conference Sofia, August 2006 John Stephenson Emeritus Professor, Middlesex University, London, UK These slides are available on the internet at: Note: to reduce file size, some images have been omitted.
New Education Movement 20th Century Post World War I, Never again Education is the key At its height, 30,000+ affiliates, leading educators, secular, model schools, every continent, international conferences Key Proposition: If schools were places where young people could enhance their creativity and peaceful inter- dependence, and if teachers focused on helping all pupils explore and achieve their personal and collective potential then the world would be a better place.
New Education in the 21st Century? Same challenge, new media How can new technology in education HELP?
The Internet has transformed our lives…. Travel Music News Business Work
Why not in education? ICT has revolutionised roles of intermediaries and put the client in control The end of the pre-planned course?
The Internet is already transforming education… Essays on demand Plagiarism Open source Virtual campuses Degrees for sale
Wikis Website or similar online resource which allows users to add and edit content collectively. Audio material via iPods - user generated, or - broadcast - learning materials e.g. languages? Podcasts Online diary, increasingly used in HE - monitoring of own learning and experience - initiating discussion around propositions - organic learner led communities of interest - public, shared (eg with tutor) totally private Blogs Emerging tools for learner managed learning
Google - Resources universally & instantly available, worldwide
Shared art creations High tech composing Access to world art Access to museums E-learning and the arts Each with on-line discussions, projects, group activities Not to mention…. literature drama cinema live performances studios music etc etc
Web/Google Quests If you cannot beat them, use them. Focus on intelligent use of the internet –Judging provenance and relevance –Proper citations –Critiques of source materials Developing independent engagement with materials
Already here! Convergence! ++ multi-media streaming, internet video tutoring - 1 to 1, 1 to many, groups wireless, anywhere(?), anytime games / TV remote navigation, controls 8 million PS2s already in UK Potential for learning?
…towards a learner centred, learner managed approach The technology is increasingly driving us …. The end of the pre-planned course?
Challenges for Education Pedagogical coherence
Teacher SupplierManagerDesigner TechnicianLearner Key Actors in E-learning Learning model Communication via a common understanding Researcher
Offer the time, place, pace and style that responds to your needs UfI/learndirects pledges to learners Clear information to enable personal choices and control Materials relevant to your interests that actively involve you Help to monitor your own progress and record your achievements To give you easy access to the specialist support you need To put you in touch with other people studying the same topics To help you relate your learning to your own longer term ambitions
Instructivist Constructivist Industrial Post Industrial Teacher Centred Learner Centred Experiential Learning styles Tacit Learning Learning Cycles Authentic Situated Problem- Based Communities of practice Pedagogy Jargon Lets KISS! Keep it so simple
Traditional learningNew strategies for IT Era Teacher centredStudent centred Single sense stimulationMulti-sensory stimulation Single Path progressMulti-path progression Single mediaMultimedia Isolated workCollaborative work Information deliveryInformation exchange Passive learningActive/exploratory/inquiry based Isolated, artificial contextAuthentic real-world Factual knowledge basedCritical thinking and informed decision making Proactive / planned The new pedagogy for new technology An Indian Perspective Kshirsagar Shrirang Baburao of Pune, New Era December 2004 And WEF international conference in Mumbai 2004
Learner managed process Teacher Controlled Process Open ended, strategic learner directed Teacher Specified tasks NW NE SWSE Online Pedagogy Grid Presents traditional training and teaching by innovative means Gives learners control over style, location, pace, duration, sequence but not task Process predetermined - learners explore content and direction. System liberates and supports learners to decide and control own direction and process Coomey,M Stephenson,J 2001, Its all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London
Learner managed process Teacher Controlled Process Open ended, strategic learner directed NW Teacher Specified tasks NE SWSE Online Pedagogy Grid Learner managed virtual learning environment; Customised intuitive tools; dis-aggregated company-specific and commercial materials tagged for personal relevance; open to outside sources; online mentoring. Coomey,M Stephenson,J 2001, Its all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London
Learner managed process Teacher Controlled Process Open ended, strategic learner directed Teacher Specified tasks NW NE SWSE Online Pedagogy Grid (Coomey,M. & Stephenson,J. 2001) Vast majority of cases in research literature were in NW, some in NE and SW, few in SE The SE quadrant is where e-learning in work/life can be most effective
Some working examples of IT facilitated New Education for the 21st Century The Islamic University of Gaza The Learndirect Learning-Through-Work programme The Royal Society of Arts waste and globalisation project Job-start in the Australian Outback Self managed development via e-portfolios
Islamic University Gaza (IUG) July 2004 IUG wanted to train a core local team who can train others on developing electronic supportive content. Trainer(s): 1 or 2 specialised and experienced British professionals Duration: workshop for two groups, each for 24 training hours over five days Location: All training will take place at IUG in Gaza A British Council - Middlesex University project
Islamic University Gaza (IUG) Pedagogical approach Learner-managed learning approach not a content driven, step-by-step training session Establish each participant's starting point Work with their peers in their cohort group Individual learning agreements
Exploration Online tasters, is it for me, whats involved Design Example plans, level statements, procedures, ideas, expert advice, content areas, activities Negotiation Registration of programme with a university Implementation Carry out agreed programme Demonstration Show achievements against agreed criteria UfI/learndirects Learning Through Work Programme 2,500 learners have successfully registered programmes
Content is cheap and widely available. Feedback and guidance are essential. Academic excellence is expensive. So…… Use the most expensive resource on the most valuable service Financial arguments usually prevail!
Students in two UK schools chatting on Internet with students in One Mumbai school about waste and energy issues at their respective schools.
Johns Control centre Activities - ongoing - recent Personal log - goals - achievements - credit bank - private - reflections Resource library - assembled by back office in response to stated / inferred interests / company interests Plans - strategic, - immediate, progress priorities Networking - peers, employer, wider specialist community Pooled experience - knowledge bank, specialist help Awards and qualifications - help with levels, assessment The future - user managed portals?
Community-based learning centres for remote aboriginal communities in northern Australia Basic skills, IT skills, employment skills The Angus Knight Group: Job-seekers programme
Indigenous Australian job seekers undertaking LearnNow IT courses Milingimbi Northern Territory, Australia The Angus Knight Group: Job-seekers programme
Roles of participants in the New Education in HE Teachers Help learners in the above Support, feedback Advise on sources, progress Universities Clarify generic level criteria for qualifications Guarantee quality assurance of procedures Learners Articulate plans Justify proposals Negotiate approval Demonstrate achievement
Key Roles for Teachers in the New Education Confidence building Collaborative dimension - local, global Credibility of outcomes Capability building Clarification of aims and outcomes Critical perspectives
New Technology and the development of the whole person? New technology opens many opportunities for good - and bad. It is up to us to ensure that educational New Technology is used in ways that meet the original needs identified in 1921.
PRINCIPLES OF THE WORLD EDUCATION FELLOWSHIP Potential relevance of New Technology WEF Aim0-5 (a) The primary purpose of education today is to help all of us to grow as self-respecting, sensitive, confident, well-informed, competent and responsible individuals in society and the world community. (b) Schools should be mutually supportive environments where sharing purposes and problems generates friendliness, commitment and cooperation. ( c) Learners should take responsibility for the management of their own education in association with & support from others. They should be helped to achieve both local involvement and a global perspective. (d) High achievement is best obtained by mobilising personal motivation and creativity within a context of open access to a variety of learning opportunities.
E-Learning Contributing to The New Education for the 21st Century? World Education Fellowship International Conference Sofia, August 2006 John Stephenson Emeritus Professor, Middlesex University, London, UK These slides are available on the internet at: