TECHNOLOGY, KNOWLEDGE & SOCIETY , 2005 Alexandra Bal Maison des Sciences de l’Homme de Paris Nord, France New Media Program, Ryerson University, Toronto Virtual Higher Education: A Liberalist or Humanist Socialization Tool ?

Introduction Many claim that information and communication technologies (ICT) have the potential to improve the quality of learning and teaching. At the core of the discourse is the promotion of Post-Industrial and Knowledge Based societal models “ The shift into distributed learning represents key challenges for post-secondary education. Digital technologies and pedagogies can support new literacies, learning styles and abilities to prepare students for "learning a living" in the New Economy .” Robert Luke, Nexus conference 2005

Many claim that information and communication technologies (ICT) have the potential to improve the quality of learning and teaching.

At the core of the discourse is the promotion of Post-Industrial and Knowledge Based societal models “ The shift into distributed learning represents key challenges for post-secondary education. Digital technologies and pedagogies can support new literacies, learning styles and abilities to prepare students for "learning a living" in the New Economy .” Robert Luke, Nexus conference 2005

Post-industrial societal model Learning becomes an economic growth factor The economy is based on innovation and a global market Based on neo-management methods : changes in the workplace organisational models Cooperation and reciprocity replace hierarchy and coordination

Learning becomes an economic growth factor

The economy is based on

innovation and

a global market

Based on neo-management methods :

changes in the workplace organisational models

Cooperation and reciprocity replace hierarchy and coordination

Skill development Develop new types of human and cultural capital “ (…) it is clear that employers expect university graduates to be proficient in a range of advanced skills, such as leadership and creativity . Learner-centred approaches can help facilitate students' development of advanced skills while they master the knowledge within their chosen fields”, Professor Fred Evers, Director, Centre for Educational Research & Assessment, University of Guelph. Nexus 2005 speaker Creativity is crucial to innovation Leadership is based on Interpersonal communication

Develop new types of human and cultural capital

“ (…) it is clear that employers expect university graduates to be proficient in a range of advanced skills, such as leadership and creativity . Learner-centred approaches can help facilitate students' development of advanced skills while they master the knowledge within their chosen fields”, Professor Fred Evers, Director, Centre for Educational Research & Assessment, University of Guelph. Nexus 2005 speaker

Creativity is crucial to innovation

Leadership is based on Interpersonal communication

Education has to adapt Advance personalized learning skills that increase new individual aptitudes : Problem solving, “learning to learn” Promote learners’ autonomy  for creativity Social context for learning  for leadership )

Advance personalized learning skills that increase new individual aptitudes :

Problem solving, “learning to learn”

Promote learners’ autonomy  for creativity

Social context for learning  for leadership )

The constructivism framework Since constructivist practices emphasize the enhancement of a learner’s autonomy A social context of learning They are currently considered central to reform as they can better prepare “students for "learning a living" in the New Economy .”

Since constructivist practices emphasize the enhancement of

a learner’s autonomy

A social context of learning

They are currently considered central to reform as they can better prepare “students for "learning a living" in the New Economy .”

Technology as a solution ICT are seen as a means to improve the quality of education : Can facilitate the introduction of constructivist practices in education Personalized diverse student motivations Tools for active learning, inherently learner-centred I ncrease student autonomy in the learning process Virtual communities = students can learn within a social context

ICT are seen as a means to improve the quality of education : Can facilitate the introduction of constructivist practices in education

Personalized diverse student motivations

Tools for active learning, inherently learner-centred

I ncrease student autonomy in the learning process

Virtual communities = students can learn within a social context

The paradoxes of practice 1) P edagogical principles are not often present in new higher education large scale technological applications . The learner’s autonomy is assumed to be pre-existent , while it needs to be fostered (Linard, 2000) The conceptual framework of many educational application often neglects the mental work required from the user and the gradual learning curve of the processes. The time virtual communication require from faculty and students is not taken in consideration. 2) Few scientific evaluation of innovation can be found Most of content analysis is limited to students discussions not the whole course  the educational process is not central

1) P edagogical principles are not often present in new higher education large scale technological applications .

The learner’s autonomy is assumed to be pre-existent , while it needs to be fostered (Linard, 2000)

The conceptual framework of many educational application often neglects the mental work required from the user and the gradual learning curve of the processes.

The time virtual communication require from faculty and students is not taken in consideration.

2) Few scientific evaluation of innovation can be found

Most of content analysis is limited to students discussions not the whole course

 the educational process is not central

A broader context for innovation If the educational process is not central to these innovations, w hat is? The significance of educational innovations can not be appreciated by a simple analysis of their pedagogical scope. By broadening the analysis spectrum to take into consideration socio-economic contexts, implicit stakes of innovations’ implementation in education become apparent (Combès 02).

If the educational process is not central to these innovations, w hat is? The significance of educational innovations can not be appreciated by a simple analysis of their pedagogical scope. By broadening the analysis spectrum to take into consideration socio-economic contexts, implicit stakes of innovations’ implementation in education become apparent (Combès 02).

Socio-economic analysis of higher education innovation Incorporat ing actors’ strategies to the analysis of educational experiments , it is noticed that: They regroup actors possessing diverging industrial and pedagogical objectives (Tremblay, 1998) Virtualisation of learning is a manifestation of a certain re-industrialisation of education (Moeglin, 1999) In this context, a learner’s autonomy can be a means to justify the priority given to the development of industrial learning technologies (Combès 2004) Today: experimentation= large scale Implementation (live testing)

Incorporat ing actors’ strategies to the analysis of educational experiments , it is noticed that:

They regroup actors possessing diverging industrial and pedagogical objectives (Tremblay, 1998)

Virtualisation of learning is a manifestation of a certain re-industrialisation of education (Moeglin, 1999)

In this context, a learner’s autonomy can be a means to justify the priority given to the development of industrial learning technologies (Combès 2004)

Today: experimentation= large scale Implementation (live testing)

1. Actors strategies Actors with diverging objectives need to collaborate to evaluate potential implementation methodologies and usage of educational innovation (Tremblay, 1998) in a “non market” environment External actors use education as a testbed before marketing their products to larger markets . An educational institution = mini society, mini market  simulate the profession If technology becomes part of students professional habitus, a market share can potentially be secured Internal actors are animated by different ideologies test and/or try to implement their different social reproduction objectives that promote non dominant values

Actors with diverging objectives need to collaborate to evaluate potential implementation methodologies and usage of educational innovation (Tremblay, 1998) in a “non market” environment

External actors use education as a testbed before marketing their products to larger markets .

An educational institution = mini society, mini market  simulate the profession

If technology becomes part of students professional habitus, a market share can potentially be secured

Internal actors are animated by different ideologies test and/or try to implement their different social reproduction objectives that promote non dominant values

2. Industrialisation of education Industrialisation = a systematic rationalisation of production practices aimed at enhancing the efficiency of a system . Also refers to the existence of a productivity and profitability tendency within a given organizational structure (Tremblay, 1998) . In North America, as early as 1876, an industrialisation process becomes intertwined with a process of technologisation of education. (Berger, 1982, p.96) Technologisation participates to the transformation of the education system into a production system that corresponds to industrial notions of efficiency and productivity. This system is build according to taylorian and behaviorists standards of production. Universities’ educational mandates are amalgamated with industrial ones (Berger, 82).

Industrialisation = a systematic rationalisation of production practices aimed at enhancing the efficiency of a system . Also refers to the existence of a productivity and profitability tendency within a given organizational structure (Tremblay, 1998) .

In North America, as early as 1876, an industrialisation process becomes intertwined with a process of technologisation of education. (Berger, 1982, p.96)

Technologisation participates to the transformation of the education system into a production system that corresponds to industrial notions of efficiency and productivity.

This system is build according to taylorian and behaviorists standards of production.

Universities’ educational mandates are amalgamated with industrial ones (Berger, 82).

Industrial models specific to education Higher Education industrial models are not the same as for profit models. Human relationships = service industries models Disseminates culture and publicly funded = cultural industries models - “ Mutualisation practices ” : social interactions and actions and reaction between producers and users, which are not marketable (Grevet, 2002), unique to education

Higher Education industrial models are not the same as for profit models.

Human relationships = service industries models

Disseminates culture and publicly funded = cultural industries models

- “ Mutualisation practices ” : social interactions and actions and reaction between producers and users, which are not marketable (Grevet, 2002), unique to education

The relationship of pedagogy to industrial models According to Boltanski & Chiappello (01)  Pedagogy methodologies tend to mirror the industrial processes of a specific time Behaviorism= 2nd phase of liberal capitalism (50s) Liberal society = Competition is at the source of progress Economy = mass production and distribution of standardized goods CEO is in control of passive Worker  autonomy of action but not thoughts Learning by objectives  work in a large institution’s hierarchy Cognitivism = rise of a 3rd phase of capitalism more humanistic in nature (70s-90s) Active society = Cooperation and reciprocity = principal factor of progress Economy= Innovation Manager in control of Innovative Worker  autonomy of action and thoughts Active learning, user-centred learning  increase innovation potential

According to Boltanski & Chiappello (01)

 Pedagogy methodologies tend to mirror the industrial processes of a specific time

Behaviorism= 2nd phase of liberal capitalism (50s)

Liberal society = Competition is at the source of progress

Economy = mass production and distribution of standardized goods

CEO is in control of passive Worker  autonomy of action but not thoughts

Learning by objectives  work in a large institution’s hierarchy

Cognitivism = rise of a 3rd phase of capitalism more humanistic in nature (70s-90s)

Active society = Cooperation and reciprocity = principal factor of progress Economy= Innovation Manager in control of Innovative Worker  autonomy of action and thoughts

Active learning, user-centred learning  increase innovation potential

3. human-centred models key to reform New phase of industrialization in education The introduction of electronic systems often comes with a desire to create a new separation and articulation between production and diffusion functions (Moeglin 98). Neo-industrial phase= Self-service model

New phase of industrialization in education

The introduction of electronic systems often comes with a desire to create a new separation and articulation between production and diffusion functions (Moeglin 98).

Neo-industrial phase= Self-service model

Self-service model Shift towards self-service  requires hyper-autonomous consumers and workers Constructivism = rise of a 4 th phase of capitalism Neo-liberal society = Coopetition : Cooperation and reciprocity (humanist) coexist with hierarchy and coordination (liberal) Economy= Self-service ICT mediate Workers-client relationships = self-controlled, internalised a set values, autonomy of action and thoughts and ability to operate in a social network Human -centred learning  working in networks

Shift towards self-service  requires hyper-autonomous consumers and workers

Constructivism = rise of a 4 th phase of capitalism

Neo-liberal society = Coopetition : Cooperation and reciprocity (humanist) coexist with hierarchy and coordination (liberal)

Economy= Self-service ICT mediate Workers-client relationships = self-controlled, internalised a set values, autonomy of action and thoughts and ability to operate in a social network

Human -centred learning  working in networks

Global neo-industrial trend based on local norms The introduction to ICT is a global phenomenon that takes different form in different societies  the local situation defines the nature and degree of evolution of the system

The introduction to ICT is a global phenomenon that takes different form in different societies  the local situation defines the nature and degree of evolution of the system

Hypothesis Technology, not learning, is central to large scale ICT implementation in Ontario universities. Human-centered methodologies are prerequisites to the reindustrialisation of learning processes. They are simultaneously essential To a neo-industrial process based on user-centred products adaptable to a diverse client/learner base. To a mutualisation process where massification of education continues to position human interactions at the core of the educational process

Technology, not learning, is central to large scale ICT implementation in Ontario universities.

Human-centered methodologies are prerequisites to the reindustrialisation of learning processes. They are simultaneously essential

To a neo-industrial process based on user-centred products adaptable to a diverse client/learner base.

To a mutualisation process where massification of education continues to position human interactions at the core of the educational process

Our field of study By analysing the implementation of blackboard in an Canadian university, we are trying to apprehend the values assigned to e-learning as a pedagogical, industrial and social tool. While our actors all consider ICT important to reform, their individual professional bias motivates conflicting and incompatible social and ideological finalities.

By analysing the implementation of blackboard in an Canadian university, we are trying to apprehend

the values assigned to e-learning as a pedagogical, industrial and social tool.

While our actors all consider ICT important to reform, their individual professional bias motivates conflicting and incompatible social and ideological finalities.

The Ontario context Between 1995 to 2003, Ontario universities have experience reduction in public funding of more than $ 1.8 billion to undergraduate programs  must elimitate redundancies, cut backs and find new revenues Double cohort : a massification process Students number are increasing while teacher number decrease (T-S ratio: 16:1 in 94, 27:1 to 100:1 in 2004)

Between 1995 to 2003, Ontario universities have experience reduction in public funding of more than $ 1.8 billion to undergraduate programs  must elimitate redundancies, cut backs and find new revenues

Double cohort : a massification process

Students number are increasing while teacher number decrease (T-S ratio: 16:1 in 94, 27:1 to 100:1 in 2004)

An Ontario University use of blackboard A project internal to a school regrouping various university actors testing blackboard as a portal: University administration : unified portal for access to all educational, administrative and commercial services, centralized and standardized inscription and content management system Distance education : Unified interface to all their pay per use products (virtual content + access to teacher for q&a and grading) Undergraduate programs : Unified system of management of massified education: houses content and course management tools, news and communication and hypermediated courses

A project internal to a school regrouping various university actors testing blackboard as a portal:

University administration : unified portal for access to all educational, administrative and commercial services, centralized and standardized inscription and content management system

Distance education : Unified interface to all their pay per use products (virtual content + access to teacher for q&a and grading)

Undergraduate programs : Unified system of management of massified education: houses content and course management tools, news and communication and hypermediated courses

Three levels of analysis We analysed three aspects of the actors logics: Pedagogical: Their conflicting theoretical positions affect how autonomy is to be translated in the application Socio-economical: some actors support knowledge globalization others active society processes, which fuels their conflicting definitions of autonomy. Industrial : All looking for a way to standardize active learning, they rationalize the use of incompatible educational forms.

We analysed three aspects of the actors logics:

Pedagogical: Their conflicting theoretical positions affect how autonomy is to be translated in the application

Socio-economical: some actors support knowledge globalization others active society processes, which fuels their conflicting definitions of autonomy.

Industrial : All looking for a way to standardize active learning, they rationalize the use of incompatible educational forms.

1. Pedagogical logics Paradoxal use of the concept of autonomy and community : defined as a constructivist concept but utilized within a behaviorist or cognitive framework. Conflicting objectives of the virtual system : conflicting views as the system’s infrastructure and management of content (centralized or localized)

Paradoxal use of the concept of autonomy and community : defined as a constructivist concept but utilized within a behaviorist or cognitive framework.

Conflicting objectives of the virtual system : conflicting views as the system’s infrastructure and management of content (centralized or localized)

Conflicting views: Learning as conditionment or bricolage

Conflicting views: Learning as conditionment or bricolage

Discursive views: Learning as both conditionment or bricolage

Opposite system design principles

Opposite system design principles

Hybrid Design

Obstacles The user’s autonomy is no longer an objective of the learning process but assumed to be pre-existent Learning is considered to be equivalent to the mechanical structure of the information and communication system. Priority is given to the structural , not the relational , aspects of learning. Untrained labour deal with communication

The user’s autonomy is no longer an objective of the learning process but assumed to be pre-existent

Learning is considered to be equivalent to the mechanical structure of the information and communication system. Priority is given to the structural , not the relational , aspects of learning.

Untrained labour deal with communication

2 . socio-economical references Why are actors interested in a technical system that does not necessarily enhance learning? The analysis of actor’s social and economical references reveal that the social mutation they envision can not exist without a virtual educational system.

Why are actors interested in a technical system that does not necessarily enhance learning?

The analysis of actor’s social and economical references reveal that the social mutation they envision can not exist without a virtual educational system.

ICT= solutions to financial problems For administrators: Virtualization of learning allows service liberalization in education  new revenues For educators: Massification of education needs to be dealt with (how to do more with less) Chance to introduce new objectives to education but different ideologies fuel the changes

For administrators: Virtualization of learning allows service liberalization in education  new revenues

For educators: Massification of education needs to be dealt with (how to do more with less)

Chance to introduce new objectives to education but different ideologies fuel the changes

Global versus Active society

Global versus Active society

Global versus Active society

3. Industrial logics: Standardization of knowledge or of tools? Three type of standardization are present: Information “push”: Creation of standards educational products for a segmented market Information “pull” : Creation of standards educational “ dialogical” and informational tools for personalized educational experiences Digital campus: self-service portal Digital Resources : aggregation of varied forms of content (courses, tools, news, tutorials, surveys) Customized Services : aggregation of library, courses, management of admin and courses, purchases, course assistance

Three type of standardization are present:

Information “push”: Creation of standards educational products for a segmented market

Information “pull” : Creation of standards educational “ dialogical” and informational tools for personalized educational experiences

Digital campus: self-service portal

Digital Resources : aggregation of varied forms of content (courses, tools, news, tutorials, surveys)

Customized Services : aggregation of library, courses, management of admin and courses, purchases, course assistance

Production chain

Production chain

Production chain

Rationalization of teaching In all cases: Teacher s become content producer Their relationship to students decreases, direct contact assumed by untrained labour or mass email lists Their role in the learning process becomes oriented towards information processing. The control of the learning process goes to other players (tutors, external experts, machine), rarely the student  The pre-existing autonomy of the user becomes an important predefining element of virtualisation

In all cases:

Teacher s become content producer

Their relationship to students decreases, direct contact assumed by untrained labour or mass email lists

Their role in the learning process becomes oriented towards information processing.

The control of the learning process goes to other players (tutors, external experts, machine), rarely the student

 The pre-existing autonomy of the user becomes an important predefining element of virtualisation

Outcome A shift in definition of teaching = an evolution of the current system and/or a response to the need of new markets based on educational products. Admin and undergraduate : Evolutionist approach Admin: re-industrialisation of bureaucracy Undergraduate: virtualisation of mutualisation practices Distance education : Materialistic approach New markets for educational products to be commercialized on an international scale. This potential of market opening depends largely on the editorialisation and commercialisation of educational content.

A shift in definition of teaching =

an evolution of the current system

and/or a response to the need of new markets based on educational products.

Admin and undergraduate : Evolutionist approach

Admin: re-industrialisation of bureaucracy

Undergraduate: virtualisation of mutualisation practices

Distance education : Materialistic approach

New markets for educational products to be commercialized on an international scale.

This potential of market opening depends largely on the editorialisation and commercialisation of educational content.

Which logic dominates? Positioning technology at the heart of the educational system allows to ignore ideological difference of actors. Actors implicitly giv e priority to economical not social objectives. Admin: Need to render the bureaucracy more efficient Undergrad: Need to decrease production and usage cost,a ccomodate mass classes Distance ed: Need to create an environment adaptable to many disciplines. Various logics co-exists, but system give priority to management of learning not to learning itself Educational applications are not of quality : no resources allocated to their production and evaluation. Evolutionist approach: teachers will better content over time

Positioning technology at the heart of the educational system allows to ignore ideological difference of actors.

Actors implicitly giv e priority to economical not social objectives.

Admin: Need to render the bureaucracy more efficient

Undergrad: Need to decrease production and usage cost,a ccomodate mass classes

Distance ed: Need to create an environment adaptable to many disciplines.

Various logics co-exists, but system give priority to management of learning not to learning itself

Educational applications are not of quality : no resources allocated to their production and evaluation.

Evolutionist approach: teachers will better content over time

Conclusion The wish to the see education respond to today’s societal needs requires it’s technologisation. An economical, not pedagogical, framework tries to legitimize the technologisation of knowledge. The fact that learning is not the central preoccupation to these projects, explains the existence of pedagogical inconsistencies : Non existence of highly promoted active learning methods , too difficult to standardize Use of constructivist discourse without its pedagogical framework helps to facilitate the introduction of self-service in education

The wish to the see education respond to today’s societal needs requires it’s technologisation.

An economical, not pedagogical, framework tries to legitimize the technologisation of knowledge.

The fact that learning is not the central preoccupation to these projects, explains the existence of pedagogical inconsistencies :

Non existence of highly promoted active learning methods , too difficult to standardize

Use of constructivist discourse without its pedagogical framework helps to facilitate the introduction of self-service in education

Learner centered practices Permits to introduce a rationalised production of electronic educational resources which allows a reduction in the cost of direct human relations (between the teacher and students). Permits to reduce the time a teacher spend in front of a class in order to increase the time that this individual spends producing electronic based teaching material such as self paced learning modules or online tutorials or educational experiences designs.

Permits to introduce a rationalised production of electronic educational resources which allows a reduction in the cost of direct human relations (between the teacher and students).

Permits to reduce the time a teacher spend in front of a class in order to increase the time that this individual spends producing electronic based teaching material such as

self paced learning modules or

online tutorials or

educational experiences designs.

QUESTION Paradoxe : T he mandate of the present educational system is to develop the intellectual autonom y of the learner . Within a virtual educational system, the learner`s autonomy needs to be pre-existent. What will the university educational mandate become? If we move towards a virtual system where teachers are no longer directly involve in students ’ learning process , who will become responsible for th eir autonomi s ation and with what consequences?

Paradoxe : T he mandate of the present educational system is to develop the intellectual autonom y of the learner . Within a virtual educational system, the learner`s autonomy needs to be pre-existent. What will the university educational mandate become?

If we move towards a virtual system where teachers are no longer directly involve in students ’ learning process , who will become responsible for th eir autonomi s ation and with what consequences?