1. Paradigm shift in Education
European Seminar on ICT in Teacher Education
Stord, Norway, August, 1999
Paradigm shift in Education
Harald Haugen / Knut Steinar Engelsen
Stord/Haugesund College, Stord, Norway /

2. Teaching - ICT - Learning
Updating a classic profession ?
Profound changes in roles & methods ?
Basic paradigms / models ?
Shift of paradigm?

3. Global views on Learning
Traditional: focus on teacher, the role of the student is passive, technology/ blackboard/TV/radio
Information: focus on student, the role of the student is active, I(C)T
Knowledge: focus on group, the role of the student is adaptive, ICT
(Prof. Tapio Varis, University of Tampere, Finland; July ’99)

4. Parameters for change Time & space; availability
Cost, market, competition & collaboration
Teacher/student relationship; teaching / information / knowledge
Quality, assessment, validation
(Prof. Tapio Varis, University of Tampere, Finland; July ’99)

5. New situation ICT is already here, in our society
as part of daily life for ’everyone’
as part of professional knowledge and skills
change in traditional methods and crafts
as new professions related to ICT
as initiative for further development, R & D, in several areas, e.g. education
as means for communication and distribution

6. in Education and Training II
Paradigm shift
in Education and Training II
Real presence
classrooms, lecture halls
courses, lectures
conferences, seminars
libraries
labs, practical sessions
Virtual presence
virtual schools/classrooms
ODL
Teleconferencing
on-line libraries, WWW
Simulations/ Virtual reality
EU’96

7. New competence Global needs for new skills and knowledge
Equal opportunities for education and training, i.e. open access
ICT as a central component of new skills and competence
ICT as a tool for providing flexible learning environments (www, news, net meeting, video )

8. in Education and Training I
Paradigme shift
in Education and Training I
Behaviourist
Teacher/trainer oriented
Highly structured
Drill and practice
Passive transfer
Summative evaluation
Constructivist
Learner oriented
Flexible structures
Highly interactive
Exploratory
Project based pedagaogy
ISSUES
Technology/equipment
Multimedia courseware
Teacher training
Availability
EU’96

9. Public requirements Flexibility
professional validation, certificates etc.
tailoring of courses/studies to particular needs
bringing training / competence anywhere, anytime
'one-stop-shopping' possibilities
Availability, e.g. reduced travelling & pollution
Efficiency, i.e. better exploitation of time and scarce professional resources

10. Collaboration for lifelong learning across traditional borders
Ask & Haugen

11. Students want
Wide choice of courses to to compose their own study programmes
Credits and certificates for courses and programmes completed
Flexible study, over time, at home or at work
Well organised, ’safe’ and professionally tailored courses
ICT as a self-evident tool and source of info.

12. Collaboration ICT related R & D National and institutional interests
common challenges and interests
benefits and synergy of joint development
limited resources, few specialists
National and institutional interests
coping with new challenges in education
funding and sharing of resources
access to new knowledge and products

13. Institutional strategies
Institutions include ICT based ODL in their strategic plans
Creating new learning environments rather than talking about teaching
Responsibility for learning lies with the students; learning as an active process
New dimensions of learning; PBL, simulations, ‘multimedia’, interactivity . .

14. Models of learning environments I
Electronic, networked ’correspondence school’
distribution of 'lessons' on the net
choice of courses, lessons, study programmes
and 'news' as extra contact with tutors
teachers feel at home with traditional methods
students feel 'safe' with controlled progress, and positive to flexible study environments

15. Models of learning environments II
Interactive learning environment
shifting from ’teaching’ to ’learning’
increased student responsibility for own learning
new methods of work
problem based learning (PBL)
exchange of ideas and knowledge
new roles for teachers

16. Models of learning environments III
Virtual, net-based learning environment
collaborative learning environment; ICTSCL
choices of different learning styles
net-based group work or PBL
students belong to a 'learning society'
sharing, exchanging, supporting, guiding, assisting

17. Teacher's role in a ‘new paradigm’?
A Guide on the Side -
- or a Sage on the Stage?
Ask & Haugen 16

18. Consequences for teacher training
Students must themselves experience the new paradigm, not only be told about it
Teacher trainers must reform our way of teaching / organising learning situations
Teacher trainig/education institutions must reform strategy and organisation
Authorities must revise plans and regulations
ICT is both a flexible tool and a golden opportunity for re-thinking

19. Open & flexible learning
Can ODL (Open & Distributed Learning) be a good starting point?
Several years of international experience, in different fora & projects’
Seem to be a politically acceptable way
R & D on ICT based ODL is growing
Several models exist, reasonably well documented

20. NITOL - Norway-net with IT for Open Learning
Collaboration between
4 higher educational institutions
NTNU & HiST
HSH
HiA 10 2

21. NITOL basic principle Collaboration -
on organisation and administration
on course development / modules
between researchers / experts
between students
between student / teacher / researcher 11 7

22. Geir Maribu

23. Development of NITOL,
Students

24. Implementing the paradigm shift
Through political reforms?
By institutional strategies?
Subject /disciplin related activities?
General pedagogy /education theory?
Individual 7 local R&D?
Co-operation between institutions?
- between professionals?
- international programmes /projects?