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Culture and learning in the digital age: experiences from Brussels and the world
The document presents a guest lecture by Prof. Dr. Frederik Questier exploring the integration of digital technologies in education, emphasizing the importance of adapting teaching methods to leverage Information and Communication Technologies (ICT). It discusses the evolution of learning theories and skills necessary for future educators, while advocating for innovative approaches to enhance student engagement and collaborative learning. Additionally, the document outlines strategies for fostering academic innovation and the need for ongoing teacher training in this digital age.
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Culture and learning in the digital age: experiences from Brussels and the world
- 1. Culture and learning in the digital age: experiences from Brussels and the world Prof. dr. Frederik Questier, Vrije Universiteit Brussel Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010
- 2. This presentation canbe found at http://questier.com http://www.slideshare.net/Frederik_Questier
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- 6. Atomium building ©www.atomium.be - SABAM 2010; photo CC-by-nc-sa by fatboyke Luc B
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- 10. "Of all theGauls, the Belgae are the bravest." Julius Caesar, Roman Emperor, 50BC
- 12. Adolphe Sax inventsthe Saxophone in 1840s
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- 21. ➢ Teaching courses: ➢ Educational Technologies ➢ Learning Technologies ➢ Virtual Learning Environments ➢ E-learning design ➢ Departments ➢ Interdisciplinary Teacher Training ➢ Educational Sciences ➢ Former head of center for ➢ Education innovation ➢ Teacher staff training ➢ Virtual learning Environment
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- 24. Projects with Kenia (Nairobi and Moi universities) Expertise Centre ICT for edu Training Consultancy Research Postgraduate master ICT in Education 24
- 25. Research and InnovationDirector 25
- 26. One Laptop PerChild 26
- 27. How can weimprove teaching and learning with Information and Communication Technologies (ICT) ? Why? How? 27
- 28. Research studies showthat how much and how effectively teachers integrate ICT in their teaching process depends mainly on their educational vision (not age, gender, ...) 28
- 29. Communications University ofChina Educational mission and vision? http://www.cuc.edu.cn/en2/his.html Looking to the future, the CUC will be guided by the philosophy of “people-oriented, all-round development, feature development, and innovation and development". In addition, the CUC will insist on internal development, with the mainline of quality, management and characteristics, and motive force of reform and innovation in order to enhance the quality of education, strength of subject, and level of running the school. The CUC will continue to work hard to realize its target of stepping into the rank of world famous university in media and communication. 29
- 30. How can weeducate our students for the unknown future? 30
- 31. The best way topredict the future is to invent it. (Alan Kay, 1971) 31
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- 34. From information scarcityto information abundance ! 34
- 35. Evolution of theinternet? Web 2.0 (Social) Web 3.0 (Semantic) Mobile and Ubiquitous Global brain – intelligence 35
- 36. Virtual reality getsphotorealism Crysis 36
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- 38. Evolution of organizations Source: Jessica Lipnack and Jeffrey Stamps, Virtual Teams http://www.netage.com/pub/books/VirtualTeams%202/CHAPTERS%20PDF/chapter02.pdf 38
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- 40. Surveys Howmuch of the knowledge you need for your job is in your own head? >75% ; 75-50% ; 50-25% ; 25-10% 40
- 41. Surveys How much ofthe knowledge you need for your job is in your own head? 1986 75% → 2010 10% 41
- 42. The longer onestudies, the more one comes to realize how much one does not know 42
- 43. “On the Internet, nobody knows you're a dog” Peter Steiner New Yorker 2000 43
- 44. In China: “On the Internet, everybody knows you're a dog” This vision might be closer to 2010 Internet reality! 44
- 45. Transparency versus Privacy 45
- 46. If you actonline with your (real) identity you leave a public trail that can be beneficial professionaly reputation meritocracy social capital 46
- 47. On the Interneteverybody can contribute as Teacher Publisher Journalist Broadcaster Programmer Photographer ... Both professional and amateur... 47
- 48. “Karl Marx wasperhaps the original prophet of the Professional Amateurs economy: labour – forced, unspontaneous and waged work – would be superseded by self-activity” 48
- 49. "The most fundamentalway of helping other people, is to teach people how to do things better or how to better their lives. For people who use computers, this means sharing the recipes you use on your computer, in other words the programs you run." 49
- 50. Free Software ➢ The freedom to ➢ run the program for any purpose ➢ study how the program works, and to adapt it to your needs ➢ redistribute copies ➢ improve the program, and release your improvements to the public. 50
- 51. The software Freedoms require access to the source code Source code: if encrypt(password) == encryptedpassword, then login=1, end Compiled code: 001001011101010011001100001111011000110001110001101 → “Open Source Software” Free Libre Open Source Software (FLOSS) 51
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- 53. "Seven open sourcebusiness strategies for competitive advantage John Koenig, IT Manager's Journal, 2004 “Companies continue to waste their development dollars on software functionality that is otherwise free and available through Open Source. They persist in buying third-party proprietary platforms or creating their own proprietary development platforms that deliver marginal product differentiation and limited value to customers” Picture reproduced with permission 53
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- 60. Creative Commons Share what you want, keep what you want 60
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- 64. Authority and experts versus Consensus and crowds Nature study 2005: Wikipedia is not significantly worse than the Encyclopedia Britannica But Students and researchers shouldn't cite Wikipedia cause they shouldn't cite encyclopedias 64
- 65. new perspectives voice forminorities more personal 65
- 66. Frederik Questier atthe MIT Miracle of Science Bar, 2009 66
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- 70. You will haveto compete with free! 70
- 71. What can professionalsdo? Embrace or Die ! 71
- 72. Knowledge? ➢ More than facts ➢ Distributed ➢ in network of people and information sources ➢ Total knowledge is doubling every year ➢ Explicit knowledge ➢ Knowledge that can be expressed and transfered easily ➢ Tacit knowledge ➢ Knowledge that is not easy to express or transfer 72
- 73. Knowledge Spiral ➢ Nonaka, Ikujiro, and Hirotaka Takeuchi, The Knowledge Creating Company, New York, Oxford University Press 1995 ➢ Source figure: Jeremy J. S. B. Hall, http://www.simulations.co.uk/KM.htm 73
- 74. Major learning theories Behaviourism Learning = change of behaviour Stimulus → response Learner is passive receiver of knowledge Mind = black box Cognitivism Focuses on how the brain works Metacognition, learning strategies Motivation Constructivism Knowledge is actively constructed by the learner New knowledge is linked to prior knowledge Learners discover themselves facts and relationships Social Constructivism Social interaction plays a fundamental role Discussions lead to deeper understanding and increased motivation Constructionism Constructing an artifact or something that can be shared leads to better learning Connectivism Learning is a process of connecting nodes or information sources Knowledge and learning may reside in non-human appliances Try to see connections between fields, ideas, and concepts Know-what & Know-how → Know-where 74
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- 76. Demand for newskills? ➢ Social skills ➢ communicating, networking, teamwork ➢ Creativity ➢ Entrepeneurship ➢ Information technology skills ➢ Handle information overload ➢ ... ➢ ➢ Learning to learn → Life Long Learning! 76
- 77. Competences ?! ➢ ability to use ➢ knowledge ➢ skills ➢ attitudes ➢ in complex, authentic situations 77
- 78. Educational innovation “The highest-ranked universities are the ones that make significant contributions to the advancement of knowledge through research, teach with the most innovative curricula and pedagogical methods under the most conducive circumstances” World Bank 78
- 79. Staff are digitalimmigrants, students are digital natives (Prensky) 79
- 80. Are we innovatingfast enough the way we teach? 80
- 81. “Schools we havetoday were designed around commonsense assumptions that had never been scientifically tested” R. Keith Sawyer 81
- 82. Discrepancy? What are studentsused to? What is their classroom experience? control no control action passive instant feedback little, late feedback rich media poor media always online offline social interactions working together = cheating 82
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- 84. Educational innovation? Traditional learning New Learning teacher oriented student oriented (passive) knowledge transfer (active) knowledge construction; interaction focus on knowledge focus on competences individual learning collaborative learning focus on course contents also focus on learning process (learning to learn, reflection) teacher = expert teacher = coach teacher directs also self-directed learning selective education adaptive education students focus on good scores attention for (intrinsic) motivation surface learning deep (natural) learning 84
- 85. Educational innovation? Traditional learning New Learning abstract, school-like examples & tasks authentic contexts evaluation by teacher self/co/peer-assessment, ... summative evaluation + formative evaluation (learning from mistakes and feedback) linear curriculum flexible curriculum independent courses and disciplines connexion, integration, interdisciplinarity supply oriented demand oriented uniform education differentiated education (adapted to e.g. learning styles) classroom flexible learning environment (also online & virtual) course materials powerful learning environments formal learning + informal learning behaviorism and cognitivism Social constructivism (and connectivism) 85
- 86. How can weimprove teaching and learning with ICT? ➢ Don't apply traditional teaching methods in new technologies! Substitution? (dropping your coursebook online) Transformation! 86
- 87. Seek the synergy! Theories about learning and technologies have evolved towards very similar concepts 87
- 88. Model Jonassen for (constructive)learning environments → Technologies can support the intentional construction, in a collaborative way, of complex contextualized artifacts and the conversation and reflection about it 88
- 89. Exercise Which characteristicsof Jonassen's model apply to the following learning environments?
- 90. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 90
- 91. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Case kit (Ugent, Jan Velghe) 91
- 92. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 92
- 93. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 93
- 94. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 94
- 95. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 95
- 96. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Pharmacy simulations 96
- 97. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective ICT supported 97
- 98. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective ICT supported 98
- 99. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 99
- 100. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Competition + ? 100
- 101. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 101
- 102. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 102
- 103. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 103
- 104. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 104
- 105. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 105
- 106. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 106
- 107. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 107
- 108. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective 108
- 109. Evolution in E-learning? e-learning1.0 e-learning 2.0 closed source software open source software solitary platform integrated in ICT-environment closed to outer world open where useful,closed where necessary only own institution connected with other institutions focus on technology focus on pedagogy consumption interaction courses communities teacher oriented student centered content management knowledge management upload of materials authoring environment tools intelligent assistant institutional learning environment personal learning environment 109
- 110. Is this ICTsupported learning paradigm shift possible without teacher learning/training?
- 111. Rogers' Model: Diffusion ofinnovations 111
- 112. How to getevery teacher to apply innovative teaching? ➢ Innovators and early adopters ➢ will start when you show them best practices ➢ The rest ➢ will need in situ support 112
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- 115. Build an educational innovation center ➢ Expertise center ➢ Resources for experimentation ➢ Research approach ➢ Mixed team ➢ Educational scientists ➢ Educational technologists ➢ Provide services to teaching staff and students ➢ E-learning environment ➢ Training of teacher staff ➢ Facilitation of innovation 115
- 116. Formalize contact withfaculties ➢ Educational innovation steering committee ➢ members from ➢ each faculty ➢ central academic services ➢ and/or ➢ in each faculty ➢ an active, full time responsible for educational innovation 116
- 117. Collaborate with eduresearchers ➢ Researchers / teachers from school of educational sciences could ➢ assist with advice ➢ help in training teacher staff ➢ elaborate research projects around local context ➢ provide internship and thesis students 117
- 118. Educational mission and vision on teaching learning ➢ Get it written ➢ Get it known ➢ Get it implemented ➢ ask on every curriculum reform ➢ ask every new teacher to elaborate her vision on it 118
- 119. Perform a teacherneeds analysis Our results ➢ Didactical support for which tasks? (56%-30%) ➢ Adapt to the way students learn most efficiently ➢ Development of activating tasks ➢ Use of ICT in education ➢ Development of efficient learning materials ➢ Motivating my students ➢ Translate competences to evaluation ➢ Giving feedback to my students ➢ Translate competencies to effective learning activities ➢ Formulating end competences for my courses ➢ Adapt to the prior knowledge of my students 119
- 120. Perform a teacherneeds analysis Our results ➢ Didactical support in which way? (66%-33%) ➢ Online self study courses ➢ Workshops ➢ Individual support of an educational advisor ➢ Intervision ➢ Project group ➢ Individual coaching/mentoring by an experienced colleague ➢ ➢ Formal training 'academical didactics'? ➢ 57% 'yes' 120
- 121. Disseminate best practices ➢ Website, news letter, books, ... ➢ Yearly day of Educational Innovation ➢ External keynotes ➢ Workshops from internal innovators ➢ Panel discussions ➢ Poster sessions 121
- 122. Provide didactical seminar for (new) teachers ➢ yearly ➢ 4 days residential ➢ 'obligatory' for new teachers ➢ reflection about personal educational vision ➢ didactical methods ➢ Introduction to educational technologies ➢ feedback with video recordings 122
- 123. Provide workshops ➢ How to motivate my students? ➢ How to make my courses more interactive? ➢ Peer assessment for group projects ➢ E-learning platform ➢ Student portfolio ➢ Formulation & analysis of Multiple Choice tests ➢ Intellectual property & plagiarism ➢ Digital formats ➢ Open learning with wiki’s, Wikipedia, wiki courses, ... ➢ Open Source Software & reusable learning resources ➢ Voice techniques 123
- 124. Provide question drivensupport ➢ Face to face advise and consultancy ➢ E-mail helpdesk ➢ helpdesk@cuc.edu.cn ? ➢ OTRS (Open Source Trouble Ticket System) 124
- 125. Facilitate innovation projects ➢ Open call for projects in faculties ➢ Provide funding ➢ Anything from small seed money to 2y 1 FTE ➢ Challenge: continuation after the funding ➢ Or: assign central people that can go from project to project 125
- 126. Facilitate communication between students and staff name@vub.ac.be yearcode@pointcarre.vub.ac.be coursecode@pointcarre.vub.ac.be + variants for 'ad valvas' and 'work students' Software: GNU mailman : www.lists.org 126
- 127. Involve your VLEusers 127
- 128. Reflection task ➢ Which recommendations do you have for you university? ➢ How can we improve teaching and learning with ICT? 128
- 129. Copyright acknowledgements ➢ Belgium in EU Map CC-by-sa by NuclearVacuum ➢ Belgium map, Public Domain ➢ The Peasant Wedding by Pieter Bruegel 1568 ➢ http://en.wikipedia.org/wiki/File:Asterix_in_Belgium.jpg ➢ Atomium building © www.atomium.be - SABAM 2010; photo CC-by-nc-sa by fatboyke Luc B ➢ Atomium building © www.atomium.be - SABAM 2010; photo CC-by-sa by Emilio Garcia ➢ Gilles de Binche CC-by-nc-nd by Fabrice Huin ➢ Saxophone CC-by-nc-nd by Bruno Bollaert ➢ Graspop Metal Meeting Festival 2008 CC-by-sa by Jtesla16 ➢ Pralines, screenshot Neuhaus website ➢ Moules frites: CC-by-nc-sa by poluz – Nicola ➢ Belgian Beers: CC-by-nc-sa by Adam Lang ➢ Brussels Waffle CC-by-sa by David Monniaux ➢ Screenshot http://www.chamilo.org/ ➢ Dog on internet cartoon copyright by Peter Steiner, http://en.wikipedia.org/wiki/File:Internet_dog.jpg ➢ Tax Shelter screenshot, http://minfin.fgov.be/portail2/belinvest/en/taxshelter/presentation.htm ➢ Screenshot http://sourceforge.net ➢ Picture (open source business strategies) from IT Manager's Journal, may 2004, with personal permission from John Koenig ➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!) ➢ Chinese Dog CC-by-nc-sa by By lovemi88 Michele J
- 130. Active/Manipulative - Collaborative- Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Questions? Comments? 谢谢 See also http://questier.com 130