Harald Haugen / Knut Steinar EngelsenStord/Haugesund College, 5409 Stord, Norway

harald.haugen@hsh.no / knut.engelsen@hsh.no

http://www.hsh.no

European Seminar on ICT in Teacher EducationStord, Norway, 2 - 8 August, 1999

Paradigm shift in Education

Teaching - ICT - Learning

Updating a classic profession ?

Profound changes in roles & methods ?

Basic paradigms / models ?

Shift of paradigm?

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)

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)

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

EU’96

Paradigm shiftin Education and Training II

Real presenceclassrooms, lecture halls

courses, lectures

conferences, seminars

libraries

labs, practical sessions

Virtual presencevirtual schools/classrooms

ODL

Teleconferencing

on-line libraries, WWW

Simulations/ Virtual reality

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 . . . . )

Paradigme shift in Education and Training I

Behaviourist

Teacher/trainer orientedHighly structuredDrill and practicePassive transferSummative evaluation

Constructivist

Learner orientedFlexible structuresHighly interactiveExploratoryProject based pedagaogy

ISSUES

• Technology/equipment• Multimedia courseware• Teacher training• Availability

EU’96

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

Public requirements

Ask & Haugen

Collaboration for lifelong learning across traditional borders

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.

Students want

Collaboration

ICT related R & D– 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

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 . .

Electronic, networked ’correspondence school’

– distribution of 'lessons' on the net

– choice of courses, lessons, study programmes

– e-mail 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

Models of learning environments I

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

Models of learning environments II

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

Models of learning environments III

A Guide on the Side -

- or a Sage on the Stage?Ask & Haugen

Teacher's role in a ‘new paradigm’?

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

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

NITOL - Norway-net with IT for Open Learning

NTNU & HiST

HiAHSH

Collaboration between 4 higher educational

institutions 1994 - 99

Collaboration - on organisation and administration on course development / modules between researchers / experts between students between student / teacher / researcher

NITOL basic principle

251

290

72

162

86

105

45

54

17

210

50

100

150

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400

Antall

11-20 21-30 31-40 41-50 51-60 61-70

Alder

NITOL-studenter utomhus: Alder og antall våren 1999

Kvinner

Menn

Geir Maribu

Development of NITOL, 1994-98

St ud ent s

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?