1. www.om.hu1 Constructivist Pedagogy As Opposed To Frontal Teaching Dr. Bálint Magyar Minister of Education 10 th Netties 2004 Conference and Exhibition, 27-29. October 2004, Budapest European Association for Telematic Applications (EATA) in association with the Hungarian Ministry of Education and Ministry of Informatics and Communications

2. www.om.hu2 Accelerating time  5% of the existing professions change in every five years  5% decrease in the professions not based on knowledge of info-communication technology in every two years  Existential perspectives of professions not based on ICT knowledge move around the average minimal wage

3. www.om.hu3 Features of change in knowledge  Learnt professional skills become outdated within 10 years  32 times more increase of relevant information linked to the given profession in the Internet every year  The number of Internet connections doubles every year  Continuous increase in broadband

4. www.om.hu4 Output Requirements The requirements of the knowledge-based society:  Knowledge is a tool, and not a goal  Competencies:  Foreign language  Computer skills  Social competencies  Competence of continuous studying

5. www.om.hu5 Informatics Information Technology Info-specialist Rigid, limited knowledge Teaching From Information Technology to Digital Culture Digital Literacy Digital Culture User Flexible, frontier-less Mentoring

6. www.om.hu6 Constructive educational environment Industrial societyKnowledge-based society Facts, data, rulesSkills and Competencies Transfer of closed, final, textbook-knowledge in one occasion Lifelong learning knowledge- networks Fixed, homogeneous team- studying method Flexible, heterogeneous team- studying method (individual- centred education) Frontal pedagogy„Constructivist” education

7. www.om.hu7 Learning in 21st century  Interactive process,  Knowledge building community,  Learn and share at the same time,  Increasing equality and understanding,  Altering the whole infrastructure of teaching.

8. www.om.hu8 Sulinet Digital Knowledge Base  Former initiatives  Educational content of Sulinet webpage  Digital classes (static HTML content)  Aim: to provide extensive digital content for each knowledge area at levels 7-12 within 2 years  LCMS (Learning Content Management System) framework system  Content - proposals

9. www.om.hu9 Digital Content Service  Sulinet Digital Knowledge Base  Digitalized teaching materials for K 7-12 covering the whole curriculum  8 subjects  Examples, animations, demonstration films  Supplementary data bases, background information  Methodological assistance, lecture drafts  Opportunity for individual editing and content forming  Forum, chat, collaborative opportunities

10. www.om.hu10 What is SDKB good for? Teacher  Utilization of lessons (learning objects) and collections in class  Consultation, restructuring of the subject and lessons  Utilization of learning objects (pictures, animations,etc…) e.g. for presentations in class  Cooperative work in class or project task  Team or individually developed output (working group)

11. www.om.hu11 What is SDKB good for? Student  Working types in class  Individual learning  Background for preparation (home essay, presentations etc.)  Collaborative, cooperative learning  Content development individually or in cooperation (working group)

12. www.om.hu12 Classic and digital pedagogy A.Paper-based and multimedia curriculum and knowledge base B.Types of learning organization: the structure of curriculum in linear and feedback system C.Teaching metodologies in traditional and informatic educational environments D.Learning-monitoring, evaluation, assessment, exam in traditional and informatic educational environments

13. www.om.hu13 A) Paper-based and multimedia curriculum and knowledge base – 1. Traditional curriculum storage aspect Sulinet Digital Knowledge Base (SDKB) 1.Fragmented knowledge- elements 2.Knowledge-elements can not be connected, and moved. 3.Widening is potential, 4.Disciplinar knowledge aggregation in unreal environment. 1.Intellectual infrastructure of constructivist pedagogy. 2.Partial units can be set out, and put to other databases, 3.Continouos dinamic widening, 4.Helps practical „know-how” of knowledge attainment.

14. www.om.hu14 A) Paper-based and multimedia curriculum and knowledge base – 2. Traditional curriculum storage aspect Sulinet Digital Knowledge Base (SDKB) Traditional archive Describes and stores limited knowledge-units. Search the base of limited number of subject heads. There is no integrated structure, knowledge material is „mass”. Delegates the disclosion of connections to the user. Store and retrieval can be customized Built on all-round connections of open knowledge-units Suggests knowledge-attainment ways of long standing,but new ways can be established as well. Effective knowledge-management: signing the ways of cognition = structured information-aggragation + cognitive structure

15. www.om.hu15 B) Types of learning organization: the structure of curriculum in linear and feedback system Linear curriculum organization Feedback curriculum organization Descriptional structure: curriculum contains knowledge in the form of cognition Logical structure: information lives through its network. Static sectorial and subject aspect Interdisciplinar aspect Self-aimed, lexical knowledgeAuthentic, relevant knowledge Linear learning-organization„Just in time” learning.

16. www.om.hu16 C) Teaching metodologies in traditional and informatic educational environments Traditional educational environments Digital educational environments Transmission of closed, lexical, knowledge-block that becomes quickly out of date Self-aimed „prestige-knowledge” – stabilizes social differencies. The possesion of knowledge sources determines success and social mobility. „Quize excercises”: errodation of classic literacy, turns into mass-literacy Open, stabil, ready-to-use, situational knowledge. Development of competencies – anyone can access knowledge- sources, no one can be excluded out of knowledge. Important competencies in „working life”: teamwork, discussion, project: research, processing and presentation – „situations of life” in schools

17. www.om.hu17 D) Learning-monitoring, evaluation, assessment, exam in traditional and informatic educational environments Traditional assessment environment Digital assessment environment Tests in subjects Examination of competence, proficiency and literacy cannot be connected to one subject. Summative assessment dominates Formative and diagnostic assessment Rare assessment occassions: „topic-closing”, semester summary, script Rutin performance-assessment integrated in every-day- education Making test-versions is difficult, and the level of them differs often Individual tests easily, quickly and dependably – from a databank of calibrated excerscises.

18. www.om.hu18 Teacher training  In-service teacher training and incentives for purchasing computing instruments:  Spring 2004: ICT training for 10 000 teachers  2004 – 2006: ICT training for 30 000 teachers for competence based education combined with incentives for purchasing computing products  Sulinet Expressz tax allowance

19. www.om.hu19 Ensuring internet access  „Public utility” Internet network 2005. Organized by the Ministry of Informatics and Communications  Every public institution will be equipped with broadband Internet acess  Migration of 2301 ends done  Further 1000 ends connected until the end of 2004  5500 institutions of public education (until 2005)

20. www.om.hu20 Ensuring internet access  Establishment of local networks  First part of 2004 – providing 300 wireless network to secondary schools through a call for proposal announced by the Ministry of Informatics and Communications  Further ax. 300 wireless network for secondary schools in 2005  Satellite network in 600 separated/or neighbouring country institution (2004)

21. www.om.hu21 Establishing ICT infrastructure  Increase the number of computer labs  NDP Regional Operative Program 2.3 (12,2 bn Ft)  Phare program (4,8 bn Ft)  SuliNet program  Innovative Schools (0,3 bn Ft)  Decentralized proposals (0,3 bn Ft)  Digital trolley program 2004 (3,3 bn Ft)  From 2005 normative support for informatical developments (4,5 bn Ft/year)  120 - 130.000 new multimedia PCs until 2006

22. www.om.hu22 ICT means in education Mobile, digital presentation tool („digital trolley”) Content:  1 laptop  1 projector  Amplifier, speaker,microphone  VHS, DVD  Keeping box Digital suitcase: laptop + projector Digital trolley and suitcase in all secondary schools Responsible for this project: Ministry of Informatics and Communications.

23. www.om.hu23 Other use of digital technology  Administration  Learning organization  Monitoring  Market based digital document dissemination

24. www.om.hu24 Thank you for your attention!