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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

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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

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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)

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The structure of educational activity [2]

Freely inspired from (Engestrom,87)

new knowledge & new resources [capacity, HR, technology, publications]

Proxies Community SHARED

RESOURCES

Community rules

Technology

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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

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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

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Tech

nolo

gy-E

nhan

ced

Lear

ning

@ V

CIL

T

[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 Strategiesreflexive 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

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[instruments] Virtual Campus & LOR

http://vcampus.uom.ac.mu/

Learning Objects Repository [LOR]

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a user’s view of the overall architecture

LO Repository

LO Interface

local content

DB

WWW

Virtual U

Agriculture Course 12

I) Animal Genetics

II) Animal Production

Farm OperationsBiology of ProductionExample 1Example 2

III) Animal Reproduction

Virtual U

registered user

open access/ search / combine / tools

Digital Library

KnowledgeManagement

Tool

Communication Tools & Academic Management Tools

a set of Reusable Learning Objects to be used as “Cognitive Lego Bricks”

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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]

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[instrument]

Skills Validation & Recognition

Reflexive Practice EmpowermentProfessionalization

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 ]

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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

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[instrument]

A support framework for lifelong learning [1]

[resources] [community]

Proxies : close friends, but not so close with respect to geography

New knowledgeNew human resources

Capacity building - Skill acquisition - Value addition

Derived from the Hands On (La main à la pâte ®) model

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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

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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]