The document proposes a model for e-education that involves extended teaching and learning spaces enabled by ICT. It defines extended teaching spaces as liberation, facilitation, and execution of instruction, and extended learning spaces as construction, application, and acquisition of knowledge. The model aims to reconcile theories of progressive education with ICT capabilities to support discovery learning, dialogue, and reflection. However, the document notes that research shows ICT integration in schools has not universally realized its potential and the model may require further refinement.

1. A model for e-education:
Extended teaching spaces and
extended learning spaces
Insung Jung and Colin Latchem

2. Contents
What ICT can do to education?
The reality
The term e-education
Revisiting education
Extended teaching and learning spaces
Discussion
Conclusion

3. What ICT can do to education?
• “… ICT has the potential to revolutionise the classroom by
facilitating moves from rote learning and shallow coverage
of content to the acquisition of such higher-order skills
as problem setting, questioning, organising, evaluating
and generating knowledge” (p. 6)
• “… enable teachers to make presentations using
motivating and informative multimedia and facilitate
active learning in individuals with different needs.” (p. 6)
• “… the technology could promote innovative teaching
and learning, constructivist activities among students,
and collaboration among teachers.” (p. 7)

4. In reality …
• “… the goal of ICT integration in schools is far from being
universally realised.” (p. 7)
• “ICT had only been a catalyst for change and improvement in
a very few schools” (p. 7)
• “ICT remained a marginal force in the education of 5–12
year-olds in the USA, Scotland, and England.” (p. 7)
• USA, Scotland, and England: “ICT adoption … fails to take
account of the complex cultural, psychological and
political characteristics of schools.” (p. 7)

5. In reality … (CONT.)
• Australia: “… while there had been integration of the
technology in schools, the question of ICT-based
pedagogy remained largely unaddressed.” (p. 7)
• Turkey: “despite the generous provision of ICT … there
had been no educational change or learning
improvement in … Basic Education Programme … in
which ICT was supposed to play a central role.” (p. 7)
• “Trucano (2007) reveals … there is little evidence of its
positive impact on learning outcomes.” (p. 7)
• “Clark and Feldon (2005) argue that … the pedagogical
and motivational superiority of multimedia learning has
not been supported by the research findings.” (p. 7)

6. The term ‘e-education’
Teaching
e-education
Learning
e-learning
m-learning
flexible
education
distributed
education
blended
learning
virtual
learning

7. Revisiting ‘education’
TextProgressive
education
VS
Back to basic
Progressive
education
• Learner centred
• Learning should come
through experience rather
than by means of drill and
practice
• The 21st century learning
and lifelong learning
• Higher order learning
skills
• Discovery learning and
constructivism
• Active learning
• Interaction in learning
Back to basic
• Teacher centred
• ‘Banking’ concept of
education
• Passive learning
• Students receive, file, and
store information and
knowledge from the
teacher.
• Didactism or to teach
Text

8. Revisiting ‘education’
EDUCATION
Training Instruction Initiation Induction
Concerned with skills
acquisition, e.g.: pronounce
and write words, handle tools,
make and repair things, etc.
Concerned with information
acquisition, e.g. : learning
facts or history, rules of
grammars, basic maths,
categorising, etc.
Involves familiarisation with
social values and norms.
Involves introduction into
thought systems and arriving
at personal relationships and
judgments.

9. The model

10. Extended teaching spaces
Liberation (Induction)
• Making connections with places, people, knowledge,
ideas, and artifacts.
• Tools: the Internet, online forums, wikis, blogs, and other
forms of exchange
Facilitation (Initiation)
• Offering assistance in interpreting the needs,
understanding the instructions and criteria, and
mastering the new materials and methods.
• Greater need for facilitation in initiation and induction
where learning objectives are not specified.
• Tools: self-paced computer-based tutorials, online
helpdesk, e-mail, conferencing, chat, and discussion
board.
Execution (Training and Instruction)
• Providing learners with knowledge and skills, setting
learning tasks, and defining outcomes, albeit in more
diverse and individualised ways.
• Working, assessing, grading, and giving feedback can be
done asynchronously, anywhere, and anytime
• Tools: powerpoint and other multimedia devices,
schoolnet, webquest, etc.

11. Extended learning spaces
Construction
• With or without support from their teachers, to work
independently or in teams, learners create original ideas,
products and processes, identify trends and predict
possibilities.
Application
• Learners, individually or collaboratively, plan and carry
out research, manage projects, and solve problems using
digital tools and resources.
• Apply previously learned ideas and methods to new
areas, critically examine sources and evidence, develop
hypotheses, make judgments, and arrive at conclusions.
Acquisition
• Acquire knowledge, information and skills through a vast
repository of multimedia resources available on the Web
and elsewhere and through face-to-face, online
interaction and collaboration with others.
• Develop knowledge and understanding and experience
the excitement of discovery.
• Develop research and information fluency through
planning enquiries, utilising digital tools to gather,
organise, analyse and synthesise information from a
variety of sources.

12. Reflection and dialogue
Reflection
• Active, careful and persistent
examination of beliefs or purported
forms of knowledge and the
grounds supporting these, is central
to learning, both by teachers and
students.
• A means of refining artistry or craft
in specific disciplines and enabling
beginners in these disciplines to
recognise consonance between
their own practices and those of
successful practitioners.
• Helps break through the hard shell
of tradition which encases many
deeply rooted and emotionally
charged beliefs
Dialogue
• Dialogue in the form of teacher–
student and student–student
interaction tests and negotiates
ideas, verifies learning, provides
feedback, and constructs and
expands knowledge and
understanding.
• Compared with conventional face-
to-face education, the extended
teaching and learning spaces make
possible all kinds of dialogues with
all kinds of counterparts.

13. Questions to reflect
Q1:
At the beginning of the paper, the authors mentioned findings from
research that the integration of ICT in schools if far from being
universally realised. With this in mind, how confidence are you that
the model will give positive impacts on learning outcomes given
that the model is applied in your own context? Can you find other
factors that might be relevant but not included in the model?
Q2:
Given the model of e-education presented in the paper, how far do
you agree with the model? Can you find the strengths and
weaknesses of the model?

14. Conclusion
• This model is expected to help the conceptualisation of,
guidance principles for and research into e-education.
• The model attempts to reconcile and apply theories and
best practices by real teachers and provide a simple
guide to show busy teachers how ICT can enable their
students to acquire knowledge, skills and attitudes
through discovery, dialogue and reflection.
• This model may well still require refinement and
elaboration. For example, more attention may be needed
to the interconnectedness of the learning and teaching
spaces, means of reflection and dialogue, how various
platforms and tools best support the extended teaching
and learning activities and possibly, an extended time
dimension.

15. The End