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.
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
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.
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!”
"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
Educational Media in Portugal: the Next Decade (2011-2020) ANSWERING THE PANEL’S QUESTIONS
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.
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.
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.
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.
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.
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.
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.
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.
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
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.
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