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LEARNING 2.0 and the PARADIGM OF E DUCATION

Explore the intersection of technology and education in the evolving landscape of Learning 2.0. Discover how new methodologies and paradigms are shaping the quality of education through innovative approaches. Join the discussion on evaluating educational standards beyond traditional measures and embracing revolutionary changes. Embrace a learner-centered approach and engage in dialogue-based learning processes to maximize educational outcomes. Uncover the importance of metalearning and open global dialogue in the era of Web 2.0.

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LEARNING 2.0 and the PARADIGM OF E DUCATION

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  1. 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 2007 21. - 22. November 2007 Brno, hotel Voroněž RNDr. Danuše BAUEROVÁ, Ph.D. Innovation Education Ínstitute Faculty of Economics, VSB-TU Danuse.Bauerova@vsb.cz

  2. New technology  new methodology The WEB 2.0 technology is here. Has 'Learning 2.0'automatically arrived as well?

  3. PROGRESS and PARADIGM We would not have made any PROGRESS beyond MEDIEVAL MEDICINE if we had not ABANDONED ITS PARADIGMthat assumed that ALL DISEASES are based on imbalances in our BLOOD. IMPROVEMENT IN THE QUALITY of medicine would BE LIMITEDto searching for superior methods and forms of BLOOD-LETTING. Is there any parallel to education?

  4. A parallel to education ? Improvement in the quality of education ???

  5. HOW: GOAL: Quality of Education Definition ofeLearning(EU) „... the USE of new multimedia technologies and the Internet TOIMPROVE THE QUALITY OF LEARNINGBYFACILITATING • ACCESS to resources and services as well as • REMOTE EXCHANGES and COLABORATION.“

  6. New PARADIGM The model • is a picture of reality, • is formed in a certain way • and develops gradually • in anEVOLUTIONARYway • REVOLUTIONARYchanges (changes in qualitative structure) A STARTING POINT for each realization of qualitative change: • a correct evaluation of the degree of EXHAUSTIONof the system of basic assumptions and conditions, on which the current degree of scientific discipline is based.         new PARADIGM!

  7. 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 CRITERIAfor evaluating education Domination of new technologies   principles:   are becoming restrictive  PREVENT FURTHER DEVELOPMENTin accordance with possibilities

  8. 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)

  9. “Thinking outside of the box“ Thinking INSIDE a given space ~NORMAL science An accumulation of • many ABNORMALITIESin 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

  10. Time to change the current paradigm The accumulation of qualitative CONTRADICTIONS in the formof UNACCEPTABLE ANSWERS       discussions on • WHAT shall newly be observedand scientifically researched, • WHICH questions shall be asked, • in WHAT structure, • and HOW should the acquired results of scientific research be interpreted

  11. WEB 2.0 CRITERIA SYSTEM 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]

  12. Improvement in the quality

  13. Improvement in the quality TEACHERas „the SAGE on the STAGE“. Teacher as the DIRECTIVE AUTHORITY ?!? ?!? REVOLUTIONARY CHANGES      NEW PARADIGM!

  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. web STUDENTS • have a PERSONAL WAY that addressestheir 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. Bauerová, Tatry, ICETA, 2007

  16. !?! TEACHER-CENTRED  LEARNER-CENTERED APPROACH How to MINIMISE TEACHING(the predicted) in order to MAXIMISE LEARNING? How to MAXIMISE processes of NEGOTIATIONof meaningenabled by INTERACTION? “What should LEARNERS be doing TO LEARN these new skills?” (Not, “What should I be doing to teach these new skills?”)

  17. Digital Natives? Dušan MEŠKO ICETA 2007, Stará Lesná, Slovakia September 6, 2007 ??? Answer ??? How to Teach Teachers to Teachwith New Media? How to Teach Teachers of Future Teachers to Teach with New Media?

  18. How to Teach Teachers to Teachwith New Media?How to Teach Teachers of Future Teachers to Teach with New Media? METALEARNING! ??? Answer ??? Teach them HOW TO LEARN!

  19. OPEN GLOBAL DIALOG TheWEB 2.0 technology allows CONTINUAL RESPONSE of all attendants involved in the NETWORK composed of participants EQUAL WITH EACH OTHER

  20. TEACHER-CENTERED MODEL LERNER-CENTERED MODEL NEW CRITERIA SYSTEM of education quality USER-CENTERED MODEL

  21. SHARING NEGOTIATION OF MEANING NEW model OLD model IDEAS SPACE AND TIME

  22. TEACHER-CENTERED MODEL STUDENT-CENTERED MODEL NEW CRITERIA SYSTEMof education quality GLOBAL OPEN DIALOG in an open SPACE – F2F as well VIRTUAL! USER-CENTERED MODEL

  23. Conclusion High-power agent of quality of education institutions and their teachers in the digital age is becoming ASPACE 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!

  24. Conclusion „Learning must be a way of being.“ (Siemens, 2004)

  25.   …TAUGHT LESS… … STUDIED MORE… Thank you for your attentiveness!! JÁN ÁMOS KOMENSKÝ Danuše BAUEROVÁ Danuse.Bauerova@vsb.cz EkF VŠB-TU Ostrava

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