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LEARNING 2.0 and the PARADIGM OF
EDUCATION
1. celostátní konference lékařských fakult ČR na téma e-learning a zdravotnická informatika ve výuce lékařských oborů
MEFANET 200721. - 22. November 2007Brno, hotel Voroněž
RNDr. Danuše BAUEROVÁ, Ph.D.Innovation Education ÍnstituteFaculty of Economics, [email protected]
New technology new methodology
The WEB 2.0 technology is here.
Has 'Learning 2.0' automatically arrived as well?
PROGRESS and PARADIGM
We would not have made any PROGRESS beyond MEDIEVAL MEDICINE
if we had not ABANDONED ITS PARADIGM that assumed that ALL DISEASES are based
on imbalances in our BLOOD.
IMPROVEMENT IN THE QUALITY of medicine
would BE LIMITED to searching for superior methods and forms of BLOOD-LETTING.
Is there any parallel to education?
A parallel to education
?
Improvement in the quality of education
???
Quality of Education
Definition of eLearning (EU)
„... the USE of new multimedia technologies and the Internet
TO IMPROVE THE QUALITY OF LEARNING
BY FACILITATING
ACCESS to resources and services as well as
REMOTE EXCHANGES and COLABORATION.“
HOW:
GOAL:
New PARADIGM
The model • is a picture of reality,
• is formed in a certain way
• and develops gradually
• in an EVOLUTIONARY way
• REVOLUTIONARY changes (changes in qualitative structure)
A STARTING POINT for each realization of qualitative change:
a correct evaluation of the degree of EXHAUSTION of the system of basic assumptions and conditions, on which the current degree of scientific discipline is based.
new PARADIGM!
How to evaluate the quality of education?
Evaluation within the FRAME of the CURRENT SCALE???
REVOLUTIONARY changes in quality
NEW MEASURES AND CRITERIA: by OVERSTEPPING THE BORDERSof current principles
NEW SYSTEM OF CRITERIA for evaluating education
Domination of new technologies principles:
are becoming restrictive
PREVENT FURTHER DEVELOPMENT
in accordance with possibilities
PARADIGM AND REVOLUTIONARY CHANGES
A paradigm = a sum of • basic ASSUMPTIONS,
• PREREQUISITES
• and CONCEPTS of given scientific discipline IN A CERTAIN TIME PERIOD
A paradigm CREATES A PLATFORM • for creating a view of reality,
• for construction of its model WE perceive REALITY IN A CERTAIN WAY
In science, a TURNING POINT comes after a certain period of time
when THE CURRENT PARADIGM BECOMES EXHAUSTED.
(T. S. Kuhn)
“Thinking outside of the box“
Thinking INSIDE a given space ~ NORMAL science
An accumulation of • many ABNORMALITIES in a respective science, • UNSATISFACTORY ANSWERS to questions of the science
an impulse TO ABANDON THE CURRENT space
a need to find a NEW PARADIGM surfaces
A PERIOD OF NORMAL SCIENCE
Time to change the current paradigm
The accumulation of qualitative CONTRADICTIONS in the form of UNACCEPTABLE ANSWERS
discussions on • WHAT shall newly be observed and scientifically researched, • WHICH questions shall be asked, • in WHAT structure, • and HOW should the acquired results of scientific research
be interpreted
FROM PARADIGM DEFINITION:
“...how an experiment SHALL BE LEAD.
WHICH EQUIPMENT is available for a realization of the experiment…”
WEB 2.0
CRITERIA SYSTEM
.
?!?
[Kuhn, The Structure of Scientific Revolution]
Improvement in the quality
Medieval medicine
... all diseases are based
on imbalances in
our blood
Physics before
Einstein
Rules of Newton´s
mechanics
Education
BEFORE INTERNET
???
?!?
Improvement in the quality
Medieval medicine
Physics before Einstein
Education before Internet
... all diseases are based
on imbalances in our blood
Rules of Newton´s
mechanics ?!?
TEACHER as „the SAGE
on the STAGE“.
Teacher as the DIRECTIVE
AUTHORITY
NEW PARADIGM!REVOLUTIONARY
CHANGES
Bauerová, Tatry, ICETA, 2007 14
Teacher as a sage on the stage!
web
The job as a 'teacher' can change from being 'the source of knowledge' to being an influencer.
Bauerová, Tatry, ICETA, 2007 15
DIALOG
webSTUDENTS
• have a PERSONAL WAY that addresses their OWN LEARNING NEEDS
The changes in higher education are going through
towards a learning process BASED ON DIALOGUE.
TEACHER
• MODERATES DISCUSSIONS and ACTIVITIES
IN A WAY
• that COLLECTIVELY leads students towards the learning goals.
How to MINIMISE TEACHING
(the predicted) in order to MAXIMISE LEARNING?
How to MAXIMISE processes of NEGOTIATION
of meaning enabled by INTERACTION?
TEACHER-CENTRED LEARNER-CENTERED APPROACH
!?!
“What should LEARNERS be doing TO LEARN these new skills?” (Not, “What should I be doing to teach these new skills?”)
Digital Natives?
How to Teach Teachers to TeachHow to Teach Teachers to Teach with New Mediawith New Media??How to Teach Teachers of Future Teachers
to Teach with New Media?
Dušan MEŠKODušan MEŠKO
ICETA 2007, Stará Lesná, SlovakiaICETA 2007, Stará Lesná, Slovakia
September 6, 2007September 6, 2007
??? Answer ???
How to Teach Teachers to TeachHow to Teach Teachers to Teach with New Mediawith New Media??
How to Teach Teachers of Future Teachers
to Teach with New Media?
??? Answer ???Teach them HOW TO LEARN!
METALEARNING!
OPEN GLOBAL DIALOG
The WEB 2.0 technology allows CONTINUAL RESPONSE of all attendants involved
in the NETWORK composed of participants EQUAL WITH EACH OTHER
USER-CENTERED MODEL
TEACHER-CENTERED
MODEL
LERNER-CENTERED
MODEL
NEW CRITERIA SYSTEM of education quality
NNEGOTIATION OF MEANINGEGOTIATION OF MEANING
OLD model
NEWmodel
SPACE AND TIME
IDEAS
SHARING
USER-CENTERED MODEL
TEACHER-CENTERED
MODEL
STUDENT-CENTERED
MODEL
NEW CRITERIA SYSTEM of education quality
GLOBAL OPEN DIALOG in an open SPACE – F2F as well VIRTUAL!
Conclusion
High-power agent of quality of education institutions and their teachers in the digital age is becoming
A SPACE FORMATION (F2F as well as web space)
and INCENTIVE FRAMEWORK for IDEAS SHARING.
The quality of product of education process
is tracing
the quality of the achieved DIALOG!
Conclusion
„Learning must be a way of being.“
(Siemens, 2004)
…TAUGHT LESS…
… STUDIED MORE…
Thank you for your attentiveness!!
Danuše BAUEROVÁ
EkF VŠB-TU Ostrava
JÁN ÁMOS KOMENSKÝ
