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TCU-IEC 2014- Bangkok 1
A Perspective on Cyber Education: A Perspective on Cyber Education: Issues and Prospects in building Issues and Prospects in building
Global Learning NetworksGlobal Learning Networks
The 5th TCU International E-Learning Conference, Bangkok, Thailand
August 5, 2014
Toshio Kobayashi
The Graduate University for Advanced Studies (SOKENDAI)
TCU-IEC 2014- Bangkok 2
Research BackgroundResearch Background
Activities in intercultural settings Being a Poor Foreign Student – Diplomacy - Academia Advancement of International Distance Education – AIDE Promotion of cross-border collaborative project via VC based
on “Linguapolitical” concept (Kobayashi-Deguchi Project) Collaboration with OECD/CERI in OER Research Membership in Japanese National Commission for UNESCO Engagement in OER Project by UNESCO Institute for
Information Technologies in Education (IITE)
TCU-IEC 2014- Bangkok 3
Technology-based education Technology-based education inevitably inevitably
makes the learning:makes the learning:
Borderless Relational Open Transnational Multicultural
E-phenomenonE-phenomenon
E-Leaning E-Booking/Libarary E-Commerce E-Government/State E-Love ・・・
TCU-IEC 2014- Bangkok 4
TCU-IEC 2014- Bangkok 5
Trends in Higher EducationTrends in Higher Education Flexible or distributed and e-Learning Open Universities no longer sole institution to
provide distance teaching and learning duel and mixed mode introduced further into
traditional universities Flexible learning - strategic and administrative
policy to acquiring more students enrolment and revenue
Establishing FD programs and on-campus support system
Building global partnerships in inter-university and between academic institutions and Private industry
TCU-IEC 2014- Bangkok 6
Educational ReformEducational Reformby Adoption of ICTby Adoption of ICT
in Japan and elsewherein Japan and elsewhere
Objectives: Enhance international Competitiveness Cultivate human resources Internationalize universities
TCU-IEC 2014- Bangkok 7
Some Prevailing Trends in Higher EducationSome Prevailing Trends in Higher Education
Increased interest for open and distance education. E-learning has become a mainstream. New types of organizations have emerged as
educational providers New, more interactive, anywhere, anyplace
education cause people to question the roles of the academic personnel and university teaching in terms of its mission, teaching practices, and future roles.
TCU-IEC 2014- Bangkok 8
Emergence of Global Learning Networks
“Networks of people who want to learn and share through the Internet on a global scale”
Global learning networks have emerged as a result of a series of interrelated developments such as
- advancements in ICTs, - cheaper communication, - proliferation of computers, - globalization.
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Global Learning Networks ( GLNs)
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Problems and Issues in Problems and Issues in Cross-border EducationCross-border Education
Barriers and Adaptability due to Cultural and Linguistic Diversity across the Globe
Learning management systems, collaborative systems, networking of reusable learning objects have been developed with off springs in the western tradition
Systems have been designed from a western tradition of research in cognition and design, often differs somewhat from other cultures in the world
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Global standardization vs. national Global standardization vs. national and cultural preservationand cultural preservation
How we can find the golden middle way in between these extremes?
How we combine the potential of global collaboration with technology and systems?
TCU-IEC 2014- Bangkok 12
Global Learning Networks – characteristics
Highly diversified society and intensive intercultural interactions help
- stimulate learners’ research skills;
- promote other cultural perspectives;
- learners become more aware of their own culture as
they encounter other cultures;
- democratic participation.
Cultural EncountersCultural Encounters
Unidirectional and Bilateral Unidirectional and Multilateral Multidirectional and Multilateral
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TCU-IEC 2014- Bangkok 14
Some of the important points to be addressedSome of the important points to be addressed
The interaction of technological development - mainly information and communication technology - and society with identifying roles and responsibilities of different stakeholders.
Cultural standardization and learning imperialism within e-Learning
Socio-economic issues in promoting e-Learning within regions
Open Movements in international collaboration across different cultures
Human factors enhancing and impeding global learning networks
TCU-IEC 2014- Bangkok 15
Issues to be addressed Issues to be addressed
How do we identify, preserve and develop our own learning cultural values and how do we establish ways of collaborating in doing this across different cultures?
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• Thousands of web-based programs at all levels,
• Anyone can enroll in any program where technology is available.
- Cultural hegemony
- Dilution of language
- Degeneration of local cultures and people
- A mismatch between local needs and global curriculum
- Loss of control on national education
Intercultural Issues in GLNs
TCU-IEC 2014- Bangkok 17
Emergence of “cosmopolitan culture”
- different from Western culture;
- borne out of the need for people from different cultures to interact;
- shaped by the mutual relationship between the Internet and local
cultures.
- a balance in intercultural relationships
- “import, adopt, domesticate, and improve” approach
Global Learning Networks – alternative perspectives
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Multicultural Education through GLNs Global learning networks help make people more
aware of such generic issues in international community as:
- socio-cultural, - economical and political, - ecological, - environmental.
Global learning networks facilitate forming:
Networks of people and world opinions and morale beyond cultural boundaries through the Internet and other technologies on a global scale
TCU-IEC 2014- Bangkok 19
Importance of international D.E. based on Importance of international D.E. based on the respective cultures and languagesthe respective cultures and languages
Cope with cultural/linguistic barriers – an issue in international ed. exchange, particularly in Japan
Develop cross-cultural D.E. based on the languages of the respective participating countries, not just English.
Introduce an e-Learning different from that of English speaking countries
Support the researchers/learners in a given culture abroad with learning objects and by Technological Potential
TCU-IEC 2014- Bangkok 20
Higher Education in the 21st CenturyHigher Education in the 21st Century
ICT-based training and information exchange,
knowledge banks and databases provide
unprecedented opportunities for educational
policy-makers and practitioners to share
knowledge and experience and learn
collaboratively through international networks
and communities of practice…
TCU-IEC 2014- Bangkok 21
Issues facing Higher Education in the 21Issues facing Higher Education in the 21stst Century: Century:Culture and Linguistic BarriersCulture and Linguistic Barriers
Education becoming huge market places Educational providers aiming to infiltrate Inappropriate learning materials Provide learning materials based on your own culture
rather than depending upon sources deriving abroad Quality assurance of learning resources Security - IPR Preserve and protect your own Cultural Identity “Learning imperialism” Pursuit of “Principle of Education”
Open Educational Movement in the 21Open Educational Movement in the 21stst Century CenturyA new culture of openness in HE?A new culture of openness in HE?
Open Source Software, Open Access, Open License, Open Educational Resources
Learning Resources made available for Free over the Internet
As few restrictions as possible on the use of digital resources:– No technical barriers (disclosed source code)
– No price barriers (no subscriptions, license fees)
– As few legal barriers as possible (open licenses)
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Soft PowerSoft Power
Coined by Joseph Nye in 1990 and defined as:
“Soft power is the ability to obtain what one wants through co-option and attraction. It can be contrasted with ‘hard power’, that is the use of coercion and payment. Soft power can be wielded not just by states, but by all actors in international politics, such as NGOs or international institutions.”
- Soft Power: The Means to Success in World Politics (2004) -TCU - Bangkok 2011 23
““OERs” as a source of Soft PowerOERs” as a source of Soft Power
Abundant OERs available today: Produced and accumulated by H.E. institutions Created by individual producers who are willing
to share OERs put on the Internet Rich raw learning materials waiting to be created
into OERs A number of potential OER producing countries,
institutions and individuals
TCU - Bangkok 2011 24
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1.1. OpennessOpenness In the social domain
– freedom to use– freedom to contribute– freedom to share
In the technical domain– functional (use of open standards)– developmental (use of open source software)
As a characteristic of the resource– public goods– open fountain of goods
(Tuomi, 2006)
Three Dimensions of OERThree Dimensions of OER
TCU-IEC 2014- Bangkok 26
2.2. EducationalEducational
Formal education
Non-formal education
Informal education
Trends in OER – towards bridging and narrowing the gaps, and facilitating further life-long learning with OERs circulating through different settings/levels of learning.
TCU-IEC 2014- Bangkok 27
3.3. ResourcesResources learning contents
– Learning Courseware: MIT OCW, Paris Tech, JOCW– Learning Objects: MERLOT, Connexions, ARIADNE– Reference: Internet Archive, Google Scholar, LC, Wikis
Tools (OSS)– CMS: EduCommons– LMS: Moodle, Sakai– Development Tools: Connexions– Social software: Wikis, H20, OSLO research
Implementation resources– Licensing Tools: Creative Commons, GNU Free Documentation– Best Practices: CMU (design principles)– Interoperability: IMS, SCORM, OKI
Trends in OER - towards open technology and global standardization
Drivers for OERDrivers for OER Technological
– Increased broadband availability– Increased hard drive capacity and processing speed– User-friendly software for creating, editing and remixing
Social– Digital natives with substantial ICT skills– Desire for interactivity, willingness to share and contribute– Development of communities and collaborative projects
Economical– Lower costs for broadband, tools and lower entry barriers– Sites and services hosting content for free– New economic models for monetising user created content
Legal – licenses such as Creative Commons
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Motivations for producing and sharing OERGovernments Institutions Individuals
Expanded access to learning
Altruistic reasons Altruistic or community supportive reasons
Bridge the gap between non-formal, informal and formal learning
Leverage on taxpayers’ money by allowing free sharing and reuse between institutions
Personal non-monetary gain – “egoboo”
Promote lifelong learning “What you give, you receive back improved”
Commercial reasons
Good PR and show-window attracting new students
It is not worth the effort to keep the resource closed
Growing competition – new cost recovery models are
needed
Stimulate internal improvement, innovation and reuse
Underlying Drivers and Inhibitors of technical, economic, social and legal nature
Source: OECD (2007)29TCU-IEC 2014- Bangkok
Main Tendency in OERMain Tendency in OER From grass root movement to institution based initiatives Earlier few institution wide initiatives
– Started by enthusiasts
– Few at management level knew about initiatives Now mostly institution based initiatives Less text, more video (iTunes U) and animated materials Open Educational Practice – not only resources but also
open teaching is offered for free (see OPAL project) OLnet – international research community on OER
TCU-IEC 2014- Bangkok 30
Sustainable Development:Sustainable Development:
“Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”
from Our Common Future :
Report of the World Commission on Environment and Development – 1987
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Global FrameworkGlobal Framework The Open Learning Movement has great potentials to help build a truly
equitable knowledge society for humanity, if it enables “everyone everywhere to be able to share in the benefits of the global information society and the richer nations are in a position to help poorer nations bypass the communication barriers that will help them improve their education and healthcare systems and socio-economic circumstances.”
(The 2000 Okinawa Charter on Global Information Society).
With production and use of the accumulated knowledge in formats accessible and appropriate to anyone for reuse to cater to their need, “we have an opportunity to dramatically improve the lives of hundreds of millions of people around the world through freely available, high-quality, locally relevant educational and learning opportunities.”
(The Cape Town Open Education Declaration, 2007).
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Japan’s Contributions to UNESCO Japan’s Contributions to UNESCO for promoting EFA/ESDfor promoting EFA/ESD
Japanese Funds in Trust (JFIT) for promotion of EFA in Asia and Pacific
A Similar fund for Promotion of the DESD in the Region
OER and ESDOER and ESD
Both are…. International agenda in education Linking levels/categories/settings of education Concerned with affordability and sustainability Transnational and multicultural
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OER and ESDOER and ESD
Perspectives in common Multi-cultural/linguistic issues Cultural sensitivity Information Communication Technologies linking various agents/actors in the education
fields Building equitable Global learning networks
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EFA and ESD EFA and ESD
ESD a vague concept yet to be defined ESD needed to achieve EFA Linking of EFA and ESD Cultivation of Human Resources - vital for
sustainable development Appropriate Use of ICTs to achieve EFA and
promote ESD
37
Education for Sustainable Development (ESD)Education for Sustainable Development (ESD)The basic view of the ESD, Education for Sustainable Development, is to foster each individual to take part in creating a sustainable society, especially;
- to cultivate human nature, such as developing personality, autonomy and a sense of responsibility, - to foster relationships with others, society, the environment.
To promote sustainable development it is important to act synthetically by linking various fields of education…
ESD
International Understanding
Education Other related
education
Energy Education
CultureEducation
Environmental Education
(The Ministry of Education (MEXT), Japan)TCU-IEC 2014- Bangkok
ESD - issues to be addressed…ESD - issues to be addressed…
• Poverty Reduction• Sustainable growth• Living standards• Social protection• Basic education• Security (human rights, refugees)
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• Environmental protection
• Peace and human rights
• Assistance to developing
countries to fight poverty
Linking OER and ESD, How?Linking OER and ESD, How?
UNESCO as a lead agency Through networking of ASP Collaboration of NPOs (e.g., ESD-J, etc.) Coorperation by H.E. institutions Use of open source learning materials by
individual producers who are willing to contribute and share
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40
【 Objectives 】 To realize the UNESCO doctrine and promote both peace and international cooperation through practical application at schools. Domestically: Construction of a network between schools and exchanges of information Regionally: Strengthening regional solidarity Globally: Promotion of information exchanges, strengthening solidarity
【 Main Themes 】 - Understanding global-scale
problems - International understanding education, World Heritage
education, environmental education and education for human rights, democracy and tolerance, etc.
Network Link to the WorldNetwork Link to the WorldNetwork Link to the WorldNetwork Link to the World
UNESCO ASP (Associated School Project)
ASPs and ESD ASPs and ESD
ESDInternational
understanding education
Etc
Energy education
Cultureeducation
Environmental education
Unified Promotion of Unified Promotion of ESD-based Contents ESD-based Contents
and ASPsand ASPs
Unified Promotion of Unified Promotion of ESD-based Contents ESD-based Contents
and ASPsand ASPs
The Ministry of Education (MEXT), JapanTCU-IEC 2014- Bangkok
Under the initial proposalUnder the initial proposal Implement an educational exchange program between
UNESCO Associated Schools, preferably at tertiary level, at first nationally, then regionally and globally to build up learning networks by ICT where applicable.
Focus on EFA/ESD-oriented curriculum and set up a subject for collaborative or problem-based learning such as on ecology, global climatic change, peace, conflict resolution, gender equality, etc.
Use OER, and whatever resources available such as OSS where PC and the Internet may be available or, if no broadband, use conventional communications media devices
TCU-IEC 2014- Bangkok 41
Whale Tomb – Picture-card StoryWhale Tomb – Picture-card Story
TCU-IEC 2014- Bangkok 42
A Sample - useful learning resources openly available in multi (14) languages for ESD
ObjectivesObjectives
Facilitating capacity building in teachers, Cultivatinig human resources (e.g.,
media/ICT literate) needed for local development,
Setting proper learning environment for education for sustainable development.
TCU-IEC 2014- Bangkok 43
Revitalization of Academic Retirees Revitalization of Academic Retirees as a source of Soft Poweras a source of Soft Power
There are a number of ‘Openly-available, Educationally-resourceful Retirees’ who are:
healthy, mentally fit and energetic, not in need of money, frustrated in the retirement life, willing to share their experiences and wisdom, and
to continue involved in and contribute to knowledge society,
hence potentially a source for Soft PowerTCU - Bangkok 2011 44
Keys in utilizing retired academicsKeys in utilizing retired academics
Help the retirees maintain their mental health by fulfilling their desire to continue to be involved and contribute
Non-paid, Strictly voluntary-basis, No power game allowed, Proper leadership and lead institution
TCU - Bangkok 2011 45
Mechanisms to substantiate the idea Mechanisms to substantiate the idea
Initial Proposal: network-building of retired academics through the existing database of retirees by individual registration with expertise and collaboration with academic societies,
NPOs, e.g., the International Society for Volunteer Studies of Japan, J-ESD, etc.
TCU - Bangkok 2011 46
Coping with crisis situationCoping with crisis situation
In case of emergency Open Educational Resources (Contents and Retirees) would be of use:
for rendering assistance to the incumbent in higher education system with their hands occupied,
for providing teaching and learning environments at different levels and settings of education,
for preserving cultural heritage and artifacts, for easing the digital divide existing between
individuals, communities, regions as the OER dose not necessarily require an environment with bandwidth,
TCU - Bangkok 2011 47
TCU - Bangkok 2011 48
Thank you for your attention
Khawp khun khrap
Arigatou
Toshio Kobayashi, Professor EmeritusThe Graduate University for Advanced Studies (SOKENDAI)
www.toshio-kobayashi.com