Educational Media in Portugal: the Next Decade

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Slides of my June 29, 2011, presentation at the Invited Panel on “Educational Media in Portugal: the Next Decade”, World Conference on Educational Multimedia, Hypermedia & Telecommunications, ED-MEDIA 2011.

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Educational Media in Portugal: the Next Decade

  1. 1. PANEL Educational Media in Portugal: the Next Decade (2011-2020)Lisbon, Portugal — June 27 - July 1, 2011ED-MEDIA 2011, World Conference on EducationalMultimedia, Hypermedia & Telecommunications
  2. 2. These are the slides of my June 29, 2011, presentation at the Invited Panel on “Educational Media in Portugal: the Next Decade”, at the World Conference on Educational Multimedia, Hypermedia & Telecommunications, ED-MEDIA 2011. Although the topic is broad, the challenge posed to the panel was to answer the very specific list of questions reproduced in the slides that follow. For this reason, my answers should not be seen asdescribing the whole of my vision for “The Next Decade of Educational Media in Portugal”, but rather as a sliceof that vision specifically cut to address such questions.
  3. 3. A man was obsessively looking  for a key under a   street light  — “Are you sure you’ve lost your key   under the light?”  — “Oh no! But  searching in the  dark is much  more difficult!” 
  4. 4. "the essence of technology is by no  means anything technological"  MarDn Heidegger (1954) The Ques(on Concerning Technology   (in Vorträge und Aufsätze) The essence of EducaDonal Media is not  likely to be found in EducaDonal Media  If we are looking for the essence of  EducaDonal Media, we’d beHer   search in EducaDonal InnovaDon   … even if it looks darker 
  5. 5. Educational Media in Portugal: the Next Decade (2011-2020) ANSWERING THE PANEL’S QUESTIONS
  6. 6. QUESTION 1QUESTION 1. To what extent will the design of   future na3onal policies directed at facilita3ng  the implementa3on of educa3onal media   in higher educa3on be dependent on   European direc3ves and regula3ons?   ANSWER 1. Common recogni(on standards  and research frameworks would be helpful.   All the rest should be leF to the ini(a(ve   of the higher educa(on ins(tu(ons. 
  7. 7. QUESTION 2 QUESTION 2.1. What would you choose   as the priori3es for the future  Portuguese Governmental innova3on   policies in higher educa3on?  ANSWER 2.1. Quality accredita(on & rewards  to improved performance, innova(on, interna(onaliza(on, and partnership with the  private sector and other levels of educa(on.  
  8. 8. QUESTION 2 QUESTION 2.2. What main challenges and   opportuni3es are the Portuguese higher   educa3on ins3tu3ons facing in the next decade  in what concerns educa3onal media?  ANSWER 2.2. Challenges: The cultural change of  both faculty and students. Opportuni(es: The  progress of social media, co‐construc(vism, social complex adap(ve systems’ management,  and cloud‐based pedagogies.    
  9. 9. QUESTION 3 QUESTION 3.1. Regarding implementa3on of   educa3onal media in higher educa3on should   Portuguese universi3es develop integrated   ini3a3ves directed at promo3ng large scale  implementa3on or concentrate in   dissemina3ng small scale ini3a3ves?   ANSWER 3.1. Disrup(ve innova(on is required, which calls for small‐scale ini(a(ves.  However, wide ins(tu(onal partnerships (not  necessarily na(onal) are strongly advisable. 
  10. 10. QUESTION 3 QUESTION 3.2. What do you consider to be the   more effec3ve models for implemen3ng   innova3on in Portuguese higher educa3on  ins3tu3ons as to funding, equipment and facili3es,  teacher training and technical and technological   support and recogni3on and awards?  ANSWER 3.2. I would recommend adap(ve business models based on sound strategy, quality and service  architecture. All the rest (funding, equipment, etc.)  are context‐dependent implementa(on details. 
  11. 11. QUESTION 4 QUESTION 4.1. Do you think the provision of full e‐ learning higher educa3on courses and programs will   grow significantly in Portugal in the coming years? ANSWER 4.1. No. The academics are overworked and  the reward system only weights research. There is  some room for blended‐learning courses and  programs, as they require a smoother transi(on.   Partnerships with Brazilian universi(es could be  mutually beneficial, but Portuguese universi(es  have been dragging their feet in this respect.   
  12. 12. QUESTION 4 QUESTION 4.2. Digital media will  become the mainstream in Portuguese   higher educa3on or will remain a  complement to face‐to‐face teaching? ANSWER 4.2. It will remain a complement  to face‐to‐face teaching and a core component of blended‐learning solu(ons.  
  13. 13. QUESTION 4QUESTION 4.3. How can e‐Assessment be more   disseminated in Portuguese universi3es?  ANSWER 4.3. It should not be disseminated at all.  The mainstream models of e‐assessment are  based on outdated paradigms about learning.   No wide dissemina(on should take place un(l alterna(ve methods of authen(c e‐assessment,   which are currently a mere subject of   research, become mature enough. 
  14. 14. QUESTION 5 QUESTION 5.1. What technologies and media do   you expect to be more successfully implemented  in Portuguese universi3es during the next decade?  ANSWER 5.1.   OUT  IN  PCs  device agnos.cism  LMS (Blackboard, etc.)  Web 2.0 tools  local systems  cloud‐based ecosystems 
  15. 15. QUESTION 5 QUESTION 5.2. How will it   affect teaching and learning?  ANSWER 5.2. (NOT A PREDICTION,   BUT AN EXPRESSION OF HOPE)    By transforming university educa(on into a  way of knowing that transcends the  conven(onal technical dimension of the present, to embrace the hermeneu(cal and cri(cal dimensions described by Habermas.  
  16. 16. PANEL THE Educational Media in END Portugal: the Next Decade (2011-2020)Lisbon, Portugal — June 27 - July 1, 2011ED-MEDIA 2011, World Conference on EducationalMultimedia, Hypermedia & Telecommunications

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