2.9. ICT-enabled learning

Transcription

1 2.9. ICT-enabled learning Description of the type of method/strategy ( words) Information and Communication Technologies (ICTs) are often associated with the most sophisticated and expensive computer-based technologies. But ICTs also encompass the more conventional technologies such as radio, photograph, video, movie, television and telephone technology. While definitions of ICTs are varied, it might be useful to accept the definition provided by United Nations Development Programme (UNDP): ICTs are basically information-handling tools- a varied set of goods, applications and services that are used to produce, store, process, distribute and exchange information. They include the old ICTs of radio, television and telephone, and the new ICTs of computers, satellite and wireless technology, and the Internet. These different tools are now able to work together, and combine to form our networked world a massive infrastructure of interconnected telephone services, standardized computing hardware, the internet, radio and television, which reaches into every corner of the globe. These older and more familiar technologies are referred to under the collective heading of analogue media while the newer computer and Internet based technologies are called the digital media. From a new approach we may also use the term advance technologies since we compare each time, every moment of now, with earlier statements uses communication technology to individual or collective level, asynchronies or simultaneous forms are new and were formed and evolve at an extraordinary rate. For instance, a very new ICT's instrument is I-Pad technology, but it s be using from a rather small sample of universities. The example of Open and Distance Learning ( ODL ) contains in its name the basic elements which make it an innovative - though not new learning mode: the usual boundaries and limits which characterize the traditional learning/teaching situation are overcome, mainly through the use of Internet technologies. Learning can occur in any circumstance, in any time, and in any place. It is not needed that learners and teachers find themselves in the same place at the same time, working on the same topic. In general terms, the rationale behind the development of ODL, now mostly featuring e-learning characteristics, mainly consist of the following elements: Support to the shift from a teacher-centred pedagogy to learner-centred approaches. Support to contextualized learning. Extension of accessibility to education opportunities for people who otherwise could not undertake studies, for reasons such as the cost of a residential course, distance, professional and personal commitments. Extension of accessibility to learning resources from anywhere and anytime. Support to learners and educators mobility beyond actual physical mobility opportunities. Support to efficiency and effectiveness enhancement of university internal processes (mainly afferent to the administration and bureaucratic sphere). It is very important when deciding to use ICTs, the educators should firstly determine the purpose for which they and what they expect to achieve from the content that will be produced, i.e. is it to teach computer skills, to support the learning process, or to instruct through the ICTs itself? Through a recent research to Australian students (Scott et al. 2009) some 26 different types and uses of ICT-enabled learning were identified by students in their comments as a best aspect of their university experience. The preferred uses of ICTenabled learning were consistently focused on active learning: online search and use of the online library; various forms of peer-supported learning, online discussions, quizzes, tutorials, experiment; and receiving prompt and constructive feedback on their learning. In any case, learning approaches have to be re-visited in order to appreciate the methodological approaches to the use of new technologies, based on the use of computers and the Internet, and having a main focus to the development of software rather than of hardware.

2 Asynchronous e-learning, commonly facilitated by media such as and discussion boards, supports work relations among learners and with educators, even when participants cannot be online at the same time. It is thus a student-centered and flexible type of e-learning. Asynchronous e-learning makes it possible for learners to log on to an e-learning environment at any time and download documents or send messages to teachers or peers. Students may spend more time refining their contributions, which are generally considered more thoughtful compared to synchronous communication. Synchronous e-learning, commonly supported by media such as: videoconferencing and chat, has the potential to support e-learners in the development of learning communities. Learners and educators experience synchronous e- learning as more social and avoid frustration by asking and answering questions in real time. In the following table the types of media used in ICT enabled learning are summarized. Table XX. Types of ICT Technologies used in Education Synchronousmedia Asynchronous media Audio-graphics Audio conferencing, as in a telephone conference Broadcast radio and television Teleconference Computer conferencing such as chat and Internet telephony Audio & video tapes, CD-Roms Computer file transfers Virtual conferences Multimedia products Web-based learning formats Its underpinning theory ( words) The development of educational software has been influenced from both the two major learning theories: the behaviourist and the constructivist view. The work of the Skinner has had the most influence; he supported that people can learn more effectively if their environment is carefully controlled. He developed the principles of operant (behaviour) conditioning supporting the simple tactic of reinforcing the correct behaviour through reward and no action being taken for a wrong behaviour. This led to the use of computers as teaching machines (Skinner, 1957). Today many educational computer programs depend on supplying a set of stimuli, which are more often than not multimedia in nature, followed by the measurement of a response. However these programs often move away from being purely Skinnerian in nature by not only rewarding correct responses but also attempting to correct the wrong responses. There are many examples where operant conditioning is still used, especially in the use of ICT with disruptive or low attaining pupils. On the contrary, the work of Seymour Papert (1980) concerns the constructivist approach. His vision of computers being used in education has proved very influential stressing the importance of the motivational engagement of the learner. In the constructivist view the learner as an active participant is involved in structuring their own learning experiences. Papert worked with Piaget who emphasized the way in which knowledge is structured and organized as well as how the learner s own perceptions of their prior experiences perform the knowledge structure. The importance of how the learner relates new experiences to existing knowledge becomes paramount. Furthermore, online courses designed from constructivism principles should be relevant, interactive, project-based, and collaborative while providing learners with some choice or control over their learning (Kim & Bonk, 2006). Within these two views of learning, operant conditioning emphasises teaching whilst constructivism emphasises learning. The constructivist would in fact argue that operant conditioning is harmful as it is learning without understanding. However neither approach takes fully into consideration the educator and the educator - learner relationship. Both emphasize the role of the educator for setting up the learning experiences; nevertheless, both see learning as able to take place without teacher intervention - once the learning resource has

3 been constructed. Another criticism of both learning theories is that they concentrate on the individual. Collaboration and group work using computers has been studied extensively in recent years particularly by Eraut and Holes (1998). They stressed the importance of the educator - student relationship and the importance of research needing to be a collaborative exercise with practicing teachers. Johnson et al (1986), provided evidence to suggest that cooperative learning rather than competitive or individualistic learning produced greater learning gains. They concluded that cooperative organisation of groups to carry out tasks has a central role to play in computer-based learning Its strengths and weaknesses in the context of ESD ( words) The strengths (S) and weaknesses (W) of ICT enabled learning are summarised in the following table. Strengths (S) Individualization of learning High speed delivery, wide reach at low cost Low per unit cost Distance and conditions insensitive Can serve multiple teaching functions and diverse audiences Interactivity Uniform quality Weakness (W) High infrastructure and start up costs Tend toward centralized uniform content in economies of scale Not ideally location and problem sensitive Still, problems of reach & access Tend to create new class of knowledge rich / knowledge poor Essentially delivery systems Hard to assess impact Need for educators retraining and reorienting How it can be applied to advance ESD ( words) Presenting ICT enabled learning which could advance ESD, we have to underline the following three ways: 1. By increasing access to ESD materials via e.g. distance learning, educational networks and databases 2. By promoting new ways of communication interaction facilitating the process within ESD of questioning choices, ideas and values 3. By improving students learning processes allowing for more interesting, interactive and dynamic processes. The use of shared knowledge bases (such as archives and data bases), the availability of online full texts, the possibility to communicate with educators and peers, as well as to access one s own academic details from the university intranet, the opportunity to attend a course using the online modality, represent only examples of how ICT can serve the ESD purposes. All these objectives can be reached if ICT is well integrated within the teaching structure. ICT-enabled learning brings about relevant and evident implications in the pedagogical models adopted by HE institutions, and particularly within the framework of ESD with regards to the shift from a teacher-centred approach to a learner-centred one. Learning materials, support services (such as tutoring and supervision), communication facilities need to be adapted to the different learning tools utilised. The application of instructional design principles to design as well as to adapt learning contents, the set up of tele-tutoring and distance communication services become essential. Moreover, elearning implies that teachers and learners have some specific ICT related skills. In these regards, elearning brings about naturally an idea of multidisciplinarity and of cross-fertilisation between different disciplines and technological know-how. Another important aspect of ICTs and ESD is the one of blended learning, which is teaching and learning that combines face-to-face with online offerings. A recent research

4 (Kim & Bonk, 2006) to USA students needs and expectations for the future of online teaching, shows that they indicated more emphasis is expected on blended learning than on fully online courses. A learning theory for the digital age called connectivism, that incorporates the ideas of chaos and the unpredictability that govern today s society, non-formal and informal learning schemes, the need for lifelong learning, how technology use change the way people think; and the link between individual and organizational learning. The meeting of ICTs and ESD features within the connectivism tools highlights that: - Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology. - Know-how and know-what are being supplemented with know-where, highlighting the understanding of where and how to find appropriate knowledge. - The need for shaping new patterns of production and consumption is a top priority. Responsible citizenship is demanded more than ever. In this direction a lot of blogs, wikis, e- platforms and other ICT tools are providing related sources of information providing also the opportunity to input and communication Provide cases/examples using this type of method with ESD themes (2-3 examples with different themes) 1) The enormous increase in the number of ICT applications also has a downside. ICT consumes energy and produces corresponding CO 2 emissions. In fact, ICT accounts worldwide for some 2% of CO 2 emissions. That is more than the aviation sector, which has already implemented a large number of measures to reduce such emissions. ICT also accounts for about 10% of energy consumption. Where HE is concerned, there are estimates that ICT consumes 20% of the total amount of energy consumed. A recent ICT survey showed that at universities of applied sciences; the percentage can rise to as much as 40%. More at 2) ICT resources research as well as the use of ICT applications for monitoring climate changes and sustainable development. 3) Environmental Sustainability Cluster Course: Initiating Multidisciplinary Perspectives, Engaging Community, and Supporting Facilities University of Missouri Kansas City. In the spring of 2008, the first environmental sustainability course offered at the University of Missouri Kansas City was a cluster course. Cluster courses are upper level, interdisciplinary, general education courses required for all Arts and Science majors. An e- Portfolio system allowed students and faculty to exchange weekly written products and receive feedback without printing paper copies. Students were exposed to broad range of speakers and academic readings around ecology, urban planning, health impacts, environmental justice, and water issues. ements.html 4) Big Red Goes Green! Initiative Indiana University's Emerging Sustainability Michael Hamburger Indiana University Indiana University has been engaged in an ambitious effort to develop a comprehensive, campus-wide program of sustainability for its Bloomington campus. Among the highlights of the program the "IU Energy Challenge" competition, which uses web-based technology to bring visibility to campus energy conservation issues. Bibliography Participatory Lifelong Learning and Information and Communication Technologies

5 Scott G., Grebennikov L. Gozzard T., ICT-enabled Learning: The Student Perspective, Australasian Association for Institutional Research, Vol.14, No 2, ICT in European universities: trends and perspectives, SOCRATES Programme, Skinner, B.F. (1957). Verbal Behavior Eraut, M & Hoyles, C. Groupwork with Computers Journal of Computer Assisted Learning, (1988), 5, pp12-24