Presentation on theme: "Paradigm shift in Education"— Presentation transcript:
1 Paradigm shift in Education European Seminar on ICT in Teacher EducationStord, Norway, August, 1999Paradigm shift in EducationHarald Haugen / Knut Steinar EngelsenStord/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/radioInformation: focus on student, the role of the student is active, I(C)TKnowledge: 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 & collaborationTeacher/student relationship; teaching / information / knowledgeQuality, 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 skillschange in traditional methods and craftsas new professions related to ICTas initiative for further development, R & D, in several areas, e.g. educationas means for communication and distribution
6 in Education and Training II Paradigm shiftin Education and Training IIReal presenceclassrooms, lecture hallscourses, lecturesconferences, seminarslibrarieslabs, practical sessionsVirtual presencevirtual schools/classroomsODLTeleconferencingon-line libraries, WWWSimulations/ Virtual realityEU’96
7 New competence Global needs for new skills and knowledge Equal opportunities for education and training, i.e. open accessICT as a central component of new skills and competenceICT as a tool for providing flexible learning environments (www, news, net meeting, video )
8 in Education and Training I Paradigme shiftin Education and Training IBehaviouristTeacher/trainer orientedHighly structuredDrill and practicePassive transferSummative evaluationConstructivistLearner orientedFlexible structuresHighly interactiveExploratoryProject based pedagaogyISSUESTechnology/equipmentMultimedia coursewareTeacher trainingAvailabilityEU’96
9 Public requirements Flexibility professional validation, certificates etc.tailoring of courses/studies to particular needsbringing training / competence anywhere, anytime'one-stop-shopping' possibilitiesAvailability, e.g. reduced travelling & pollutionEfficiency, i.e. better exploitation of time and scarce professional resources
10 Collaboration for lifelong learning across traditional borders Ask & Haugen
11 Students wantWide choice of courses to to compose their own study programmesCredits and certificates for courses and programmes completedFlexible study, over time, at home or at workWell organised, ’safe’ and professionally tailored coursesICT as a self-evident tool and source of info.
12 Collaboration ICT related R & D National and institutional interests common challenges and interestsbenefits and synergy of joint developmentlimited resources, few specialistsNational and institutional interestscoping with new challenges in educationfunding and sharing of resourcesaccess to new knowledge and products
13 Institutional strategies Institutions include ICT based ODL in their strategic plansCreating new learning environments rather than talking about teachingResponsibility for learning lies with the students; learning as an active processNew dimensions of learning; PBL, simulations, ‘multimedia’, interactivity . .
14 Models of learning environments I Electronic, networked ’correspondence school’distribution of 'lessons' on the netchoice of courses, lessons, study programmesand 'news' as extra contact with tutorsteachers feel at home with traditional methodsstudents feel 'safe' with controlled progress, and positive to flexible study environments
15 Models of learning environments II Interactive learning environmentshifting from ’teaching’ to ’learning’increased student responsibility for own learningnew methods of workproblem based learning (PBL)exchange of ideas and knowledgenew roles for teachers
16 Models of learning environments III Virtual, net-based learning environmentcollaborative learning environment; ICTSCLchoices of different learning stylesnet-based group work or PBLstudents 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 & Haugen16
18 Consequences for teacher training Students must themselves experience the new paradigm, not only be told about itTeacher trainers must reform our way of teaching / organising learning situationsTeacher trainig/education institutions must reform strategy and organisationAuthorities must revise plans and regulationsICT 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 wayR & D on ICT based ODL is growingSeveral models exist, reasonably well documented
20 NITOL - Norway-net with IT for Open Learning Collaboration between4 higher educational institutionsNTNU & HiSTHSHHiA102
21 NITOL basic principle Collaboration - on organisation and administrationon course development / modulesbetween researchers / expertsbetween studentsbetween student / teacher / researcher117
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?