LEARNING 2.0 and the PARADIGM OF EDUCATION

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LEARNING 2.0 and the PARADIGM OF EDUCATION

• 1. celostátní konference lékarských fakult CR
  na téma e-learning a zdravotnická informatika ve
  výuce lékarských oboru
• MEFANET 2007
• 21. - 22. November 2007
• Brno, hotel Voronež

RNDr. Danuše BAUEROVÁ, Ph.D. Innovation Education
Ínstitute Faculty of Economics,
VSB-TU Danuse.Bauerova_at_vsb.cz
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New technology ? new methodology

• The WEB 2.0 technology is here.
• Has 'Learning 2.0' automatically arrived as
  well?

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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?

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A parallel to education

• ?
• Improvement in the quality of education
• ???

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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.

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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!
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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
  BORDERS of current principles ? ? ? NEW SYSTEM
  OF CRITERIA for evaluating education
• Domination of new technologies ? ? ? principles
  ? ? ? are becoming restrictive ? ? ?
  PREVENT FURTHER DEVELOPMENT in accordance
  with possibilities

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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)
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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

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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

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FROM PARADIGM DEFINITION

• ...how an experiment SHALL BE LEAD.
• WHICH EQUIPMENT is available for a realization
  of the experiment

?!?

• .

Kuhn, The Structure of Scientific Revolution
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Improvement in the quality
Medieval medicine
... all diseases are based on imbalances in our blood
Physics before Einstein
Rules of Newtons mechanics
Education BEFORE INTERNET
???
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Improvement in the quality
Medieval medicine Physics before Einstein Education before Internet
... all diseases are based on imbalances in our blood Rules of Newtons mechanics
TEACHER as the SAGE on the STAGE. Teacher as
the DIRECTIVE AUTHORITY
?!?
?!?
REVOLUTIONARY CHANGES
? ? ? ? ? NEW PARADIGM!
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The job as a 'teacher' can change from being 'the
source of knowledge' to being an influencer.
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• STUDENTS
• have a PERSONAL WAY that addresses their OWN
  LEARNING NEEDS

• TEACHER
• MODERATES DISCUSSIONS and ACTIVITIES

DIALOG

• IN A WAY
• that COLLECTIVELY leads students towards the
  learning goals.

The changes in higher education are going
through towards a learning process BASED ON
DIALOGUE.
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TEACHER-CENTRED ? LEARNER-CENTERED APPROACH
How to MINIMISE TEACHING (the predicted) in
order to MAXIMISE LEARNING? How to MAXIMISE
processes of NEGOTIATION of meaning enabled by
INTERACTION?
What should LEARNERS be doing TO LEARN these new
skills? (Not, What should I be doing to teach
these new skills?)
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Digital Natives?
Dušan MEŠKO ICETA 2007, Stará Lesná,
Slovakia September 6, 2007
??? Answer ???
How to Teach Teachers to Teach with New
Media? How to Teach Teachers of Future Teachers
to Teach with New Media?
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How to Teach Teachers to Teach with New
Media?How to Teach Teachers of Future
Teachers to Teach with New Media?
??? Answer ???
Teach them HOW TO LEARN!
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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

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USER-CENTERED MODEL
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NEGOTIATION OF MEANING
NEW model

• OLD model

IDEAS
SPACE AND TIME
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USER-CENTERED MODEL
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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!

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Conclusion

• Learning must be a way of being.
• (Siemens, 2004)

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Thank you for your attentiveness!!
TAUGHT LESS
STUDIED MORE
JÁN ÁMOS KOMENSKÝ
Danuše BAUEROVÁ Danuse.Bauerova_at_vsb.cz EkF VŠB-TU
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