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E-LearningContributing to
The New Education
for the 21st Century?
World Education Fellowship International Conference
Sofia, August 2006
John StephensonEmeritus Professor, Middlesex University, London, UK
These slides are available on the internet at:
http://www.johnstephenson.net/downloads
Note:to reduce file size, some images have been omitted.
New Education Movement 20th Century
1921 - 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 artsEach with on-line discussions, projects, group activities
Not to mention….
literature
drama
cinema
live performances
studios
music
etc etc 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(?), anytimegames / TV remote navigation, controls
8 million PS2s already in UK
Potential for
learning?
…towards alearner centred,
learner managed approach
The technology is increasingly driving us ….
The end of
the “pre-planned course”?
Challenges for Education
Pedagogical coherence
Teacher
Supplier
ManagerDesigner
Technician
Learner
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/learndirect’s 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
PostIndustrial
TeacherCentred
LearnerCentred
Experiential
Learning styles
TacitLearningLearning
Cycles
Authentic
Situated
Problem-Based
Communitiesof practice
PedagogyJargon
“Let’s KISS!”
Keep it so simple
Traditional learning New strategies for IT Era
Teacher centred Student centred
Single sense stimulation Multi-sensory stimulation
Single Path progress Multi-path progression
Single media Multimedia
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active/exploratory/inquiry based
Isolated, artificial context Authentic real-world
Factual knowledge based Critical thinking and informed decision making
Proactive / planned
The new pedagogy for new technologyAn Indian Perspective
Kshirsagar Shrirang Baburao of Pune, New Era December 2004
And WEF international conference in Mumbai 2004
Learner managed process
TeacherControlledProcess
Open ended,
strategic learner directed
Teacher Specified
tasks
NW NE
SW SE
Online Pedagogy Grid
Presents traditional training and teaching by innovative means
Giveslearners control overstyle, location, pace,duration, sequence
but not task
Process predetermined- learners explore
content and direction.
System liberates andsupports learners to
decide and control own direction
and process
Coomey,M Stephenson,J 2001, It’s all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London
Learner managed process
TeacherControlledProcess
Open ended,
strategic learner directed
NW
Teacher Specified
tasks
NE
SW SE
Online Pedagogy Grid
•Learner managed virtuallearning 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, It’s all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London
Learner managed process
TeacherControlledProcess
Open ended, strategic learner
directed
Teacher Specified
tasks
NW NE
SW SE
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
See at http://www.learndirect-ltw.co.uk/
Exploration Online tasters, is it for me, what’s 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/learndirect’s 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.
John’s
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, progresspriorities
Networking - peers, employer, wider specialistcommunity
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
The Angus Knight Group: Job-seekers programme
Indigenous Australian job
seekers undertaking LearnNow IT
courses
MilingimbiNorthern 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 FELLOWSHIPPotential relevance of New Technology
WEF Aim 0-5
(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-LearningContributing to
The New Education
for the 21st Century?
World Education Fellowship International Conference
Sofia, August 2006
John StephensonEmeritus Professor, Middlesex University, London, UK
These slides are available on the internet at:
http://www.johnstephenson.net/downloads
