Advance E-LearningContributing to

The New Education

for the 21st Century?

John StephensonEmeritus Professor, Middlesex University, London, UK

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”?

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

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

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

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?

The Angus Knight Group: Job-seekers programme

Community-based learning centres for remote aboriginal communities in northern Australia

Basic skills, IT skills, employment skills

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

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.