Instructional Materials & ICT for Education

1. Instructional Materials & ICT for Education An Overview

2. Overview • ICTs in Education – Dilemmas and Realities • Role and Nature of ICTs in Education • Potential of ICTs • From Potential to Effectiveness

3. Decision Maker Dilemmas Realities • Analyze Educational objectives • Determine Objective for ICT • Understand Potential of ICTs • Examine suitability of ICTs • Plan program of investment • Implement prerequisites and corequisites • Evaluate and adjust continuously Qs about Value of ICTs • Monolithic • Automatic • Computers • Substitute • Vendors • Parents • Business • Techies • Belief • Doubt • Wait Myths Pressures

4. Effective Learning For All Anytime Anywhere Necessity of ICTs • Globalization of • Economy • Information • Tech Innovations • Knowledge-based • Economy • Society • Escalating Demand • for Education

5. ICTs for What Purpose ICTs for Learning Objectives

6. ICTs for What Purpose ICTs for Teaching Objectives

7. ICTs for What Purpose ICTs and the School

8. Access Community Linkages Efficiency Potential Of ICTs Planning & Management Learning Lifelong Learning Teaching Skill Formation

9. Potential:1. Expanding Educational Opportunities • Radio Broadcast • Interactive Radio Instruction • Television • Virtual Schools • Virtual Universities

10. Potential:2. Increasing Efficiency • Solutions • Broadcast Radio • Interactive Radio • Educational TV • Virtual Online Courses Issues • Dual Shift Systems • Multigrade Schools • Small Urban or Rural Schools • Flexibility in Learning Schedule

11. Potential Motivate and engage learners Bring life to concepts and processes Foster inquiry Provide flexibility Allow application of information Provide access to world of information Bring the world into the classroom Offer collaborative opportunities and communication Offer tutored and individualized learning Solutions Radio and TV Multimedia Learning Modules Virtual Labs Connecting to the Worlds Designing and Creating Things Potential:3. Enhancing Quality of Learning

12. Issues Difficult Profession No One-Shot Training Continuum Initial Training Lifelong Upgrading Connecting Solutions Multimedia Training and Support System Training Videos Teacher Development Portal Internet Resources for Teachers Potential:4. Enhancing Quality of Teaching

13. New Workplace Realities E-Training Just-in-Time Convenient Place Up-to-Pate User-centric Solutions Simulations Competency-based multi-media Video and Interactive media Workplace Training Potential:5. Facilitating Skill Formation

14. Issues Workers need to learn new skills Modern societies demand constant updating The “educated” can become obsolete Life-cycle pattern is changing Solutions Radio and TV Multimedia Packages Online Courses Open Universities “Third Age” Universities Potential:6. Sustaining Lifelong Learning

15. Potential:7. Improving Policy Planning & Management • Management of Institutions and Systems • School:Admissions, student flow, personnel, staff development, facilities… • System: School mapping, personnel payroll, MIS, communication, information, . . . • Management of Policy Making • Storage and analysis of data • Construction and assessment of policy scenarios • Tracer studies and tracking systems

16. Potential:8. Advancing Community Linkages Growth in ICT Access Millions

17. 140 120 100 Telephone subscribers/100 Inhabitants Cellular subscribers/100 Inhabitants 80 PCs/100 inhabitants 60 40 20 0 Africa America w/o US US and Canada Asia Europe Oceania WORLD & Canada Potential:8. Advancing Community Linkages Telephones, Cellular phones and PCs per 1,000 inhabitants

18. 6000 5000 Internet Hosts/10,000 inhabitants 4000 Internet Users/10,000 inhabitants 3000 2000 1000 0 Africa America w/o US US and Canada Asia Europe Oceania WORLD & Canada Potential:8. Advancing Community Linkages Internet hosts and users per 10,000 inhabitants

19. Potential:8. Advancing Community Linkages • ICT access varies within countries • Disparities is magnified by gender factor • ICT access contributes to escape from poverty • ICT access for all requires attention to • Infrastructure • Cost • Laws and regulations

20. Suitcase Radio Station Crank/Solar Radio Crank Radio Digital Satellite Radio Radio Stations and Receivers

21. Telecenters

22. Women-Friendly Telecenters • Within accepted culture; fosters harmony • Women do not have to travel far • Center meets needs of men and women • No childcare problem • Space is roomy and provides privacy • Staff is well integrated

23. Potential Effectiveness Prerequisites Corequisites

24. From Potential to Effectiveness • Educational Policy • Approach to ICTs • Infrastructure • ICT-Enhanced Content • Committed and Trained Personnel • Financial Resources • Integration • Piloting and Evaluation

25. Conclusion • To Tech or not to Tech Education • ICT ――►Education More Effective and Responsive X  ICTs

26. “We do not think anymore of the spectacle of printing every time we read a book, the phenomenon of TV every time we watch a movie, or the miracle of the telephone every time we make a call. The ultimate success of ICTs for learning will be attained when we stop marveling about the ICTs and apply our minds and emotions to the wonders of learning.”

27. Iceland University of Education • Student population 2002-2003 • Distance learning students: 1339 • Traditional on-campus students: 891 • Distance learning - undergraduate: 822 • Distance; primary school B.Ed on campus: 462 • Distance; primary school B.Ed distance: 401 • The Department of Graduate studies - only distance learners 517

28. Reasearch on distance education • How is the use of ICT affecting the way the institution goes about organizing teaching and learning? • How is the use of ICT affecting the way the teachers perform their teaching activities? • How is the use of ICT affecting the way the students perform their learning activities?

29. Activity Theory applies well • The activity system as a unit of analysis • has been used to research the effectiveness of everyday learning environments • the relationship between the individual participant and the activity system’s purpose • Activity as mediated by tools is central http://ceo.cudenver.edu/~brent_wilson/acttheory.html

30. The Activity Theory model www.edu.helsinki.fi/activity/6b0.htm Tools Outcome Subject Object Rules Division of labor Community

31. Teaching and learning as activities • Break teaching and learning down into tasks – (M. Allyson Macdonald 2003) • Identify the tasks as performed on the web in distance learning and teaching • Get a better understanding of how ICT-tools used to mediate teaching and learning are affecting the task • Identify underlying conceptions of learning in activities performed or planned by the teacher – and mediated through ICT-tools

32. Twining’s CPF (computer practice framework) • Developed to evaluate to what extent ICT use is affecting learning activities • How much? In what purpose? In what way? • When used as a learning tool: • Support • Improving efficiency – no change of content • Extend • Content and/or process are different – but ICT not necessary • Transform • Content and/or process are different – not possible without ICT

33. ICT as a tool for teaching and learning in distance education • Possibilities and constraints of the tool? • McLuhan: The medium is the message • David Wood 1998: • computer-based teaching systems have their roots in assumptions about theories of how students learn • any limitations of the theory will be inherited by the system • intelligent users of such systems in education must measure their promise against our general knowledge of how people learn

34. Internet is the main tool in distance education today • Learning to understand the possibilities that lie in the tool • Access to resources • Publish learning products • Communicate and collaborate • Multimodal representations, multimedia and hypertext possibilities • Technical constraints caused by e.g. bandwidth

35. Available tools for teaching tasks • Main categories • E-mail • E-mail list servers • Conference systems • Course management tools or course-ware: WebCT - closed • Web-editors - open or closed webs • Team or project management tools: • Lotus: QuickPlace • Microsoft: SharePoint

36. Sub categories – ICT-tools • The computer • Word • PowerPoint • Excel • The Internet • Discussion webs • Interactive database • blog • Chat – MSN • Management systems • Drop box for assignments in WebCT • Managing assignments – grades, feedback

37. Distance-teaching as activity or task

38. Distance-teaching as activity or task

39. Distance-learning as activity or task

40. Distance-learning as activity or task

41. Underlying learning theories • Behaviourism – transfer of knowlegde model • Linear structure of the learning process • Reading textbooks • Answering questions • Getting the right answers from the teacher • Course webs used to exchange files • Discussion used to ask the teacher to clarify content FAQ

42. Underlying learning theories • Social constructivism • Dialogue as a learning tool • Collaborative assignments • Foster the learning community • Build around meaningful activity • Work with the available tools • Publish the learning products and sharing them with co-students – stressing the social construction of knowledge

43. ICT-tools – inherent learning theories • WebCT built on transfer model • Not easy to present and share documents with co-students • Collaborative groups are supposed to work on closed area • Students are supposed to send the teacher their assignment and get direct/personal feedback and grade • Tool for interactive multiple choice exams

44. Tools for constructive learning • Open web-sites where the teachers provide for resources and tools needed to learn • Use authentic tools available on the Internet • Share Point for team work • Lotus knowledge rooms Weigler • Blog-sites • Digital portfolios

45. Authentic learning on the Internet • Learning as an authentic activity • Using the tools available in the respective culture • Learning from real communities on the web – • how they work – rules • Which tools they are using and in what purpose • How they collaborate – division of labour – and distributed cognition

46. Reasearch on distance education • How is the use of ICT affecting the way the institution goes about organizing teaching and learning? • How is the use of ICT affecting the way the teachers perform their teaching activities? • How is the use of ICT affecting the way the students perform their learning activities?

47. Activity Theory applies well • The activity system as a unit of analysis • has been used to research the effectiveness of everyday learning environments • the relationship between the individual participant and the activity system’s purpose • Activity as mediated by tools is central http://ceo.cudenver.edu/~brent_wilson/acttheory.html

48. The Activity Theory model www.edu.helsinki.fi/activity/6b0.htm Tools Outcome Subject Object Rules Division of labor Community

49. Teaching and learning as activities • Break teaching and learning down into tasks – (M. Allyson Macdonald 2003) • Identify the tasks as performed on the web in distance learning and teaching • Get a better understanding of how ICT-tools used to mediate teaching and learning are affecting the task • Identify underlying conceptions of learning in activities performed or planned by the teacher – and mediated through ICT-tools

50. Twining’s CPF (computer practice framework) • Developed to evaluate to what extent ICT use is affecting learning activities • How much? In what purpose? In what way? • When used as a learning tool: • Support • Improving efficiency – no change of content • Extend • Content and/or process are different – but ICT not necessary • Transform • Content and/or process are different – not possible without ICT