Understanding e learning technologies-in-practice through philosophies in practice

1. Understanding E-Learning
Technologies-in-Practice
Through
Philosophies-in-Practice
Vincent D. Deocampo
IV-A BSITE
S-ICTE 13 (Online Learning)

2.  Existing and emerging e-learning
technologies are having intense
immediate, and disruptive transformations
on educational systems. (Archer, Garrison
& Anderson, 1999)
Why is Understanding our
Philosophies Important?

3.  Ability to provide just-in-time learning;
 Increased access;
 Removal of time, place and situational
barriers;
 Cost effectiveness;
 Greater accountability;
 Increased interaction;
 Provision of future employment skill;
 Effective support for lifelong learning
Advantages of e-learning
Technologies

4.  Commercialization of teaching;
 Lack of face-time between student and
teacher;
 Techno-centric models prioritized over
face-to-face culture;
 Devaluation of oral discourse/discussion
practices;
 Centralization of decision making and
service provision
Concerns about the emergence of
E-Learning

5.  Complex and deep learning cannot be
satisfactorily achieved without real-time
classroom experience;
 Increased pedagogical uniformity;
 Surveillance options that violate privacy
policies;
 Re-contextualization of established
cultural practices
Concerns about the emergence of
E-Learning

6.  At present, education at all levels is to a
great extent minimally regulated in terms
of what will be taught, how it is taught
and, in particular, what role e-learning
technologies play.
 Teachers, schools, colleges and
universities has the freedom to choose
what curriculum, strategy or e-learning
tool to be used.
Why is Knowing our Philosophies-in-
Practice Important?

7.  It is important to be aware that
philosophy inspires our activities and give
direction to our practices.
 Specifically, when we are aware of the
philosophies of teaching and technology,
we can then articulate our own personal
philosophy.
Why is Knowing our Philosophies-in-
Practice Important?

8.  Conceptual framework that embodies
certain values from which we view many
aspects of education (Zinn, 1990),
including the field of learning.
What is a Philosophy of Teaching
and Technology?

9.  Philosophy of teaching and technology is
essential for answering e-learning
questions, and their relationship to other
activities within the education sector.
Overview of Philosophical
Orientations

10. In regard to e-learning technology there is
tendency to orientate ourselves to one of
three orientations. (Dahlberg, 2004)
◦ Uses Determinism
 Pertains to the instrumental, the uses of
technological artefacts and society.
◦ Technological Determinism
 Focuses on the ways in which we use technologies
within learning and teaching transactions.
◦ Social Determinism
 Asserts that social contexts and cultures affects
forms and uses of technological artefacts.
Philosophies of Technology

11.  Emphasizes technological uses and
focuses on the ways in which we use
technologies within learning and teaching
transactions.
 Technologies are perceived as mental
tools and are simply device that extend
our capacities.
Uses Determination

12.  Asserts that “carpenters use their tools to
build things; the tools do not control the
carpenters. Similarly, computers should
be used as tools for helping learners build
knowledge; they should not control the
learner”
Jonassen (1996) and Clark (1994)

13.  Educators are concerned with the
integration of technological artefacts
within social systems and cultural
contexts.
 Concerned about the ways that social and
technological uses shape the form and
content of the learning experiences.
 There is a dynamic mutual shaping
between the social, technology and users’
environments.
Social Determinism

14.  Viewed as causal agents determining our
uses and having pivotal role in social change.
 Tended to have a negative connotation that
educational technologies who hold this view
regard technology as a distracting and
potentially even harmful components of
education systems. Marxist class analysis
which views technology as an instrument of
dominance by the advantaged class over
others.
Technological Determinism

15. PHILOSOPHIES
OF
TEACHING

16.  Oldest and most enduring philosophy of
education
 Primary aims:
◦ To search for truth
◦ To develop good and moral people
◦ Persons who “knows the truth” will also “do the
truth”
◦ Creates leaders and responsible citizens
Liberal/Perennial

17.  Standardized curriculum typically associated
with online learning (e.g., synchronous audio,
internet based tools)
 Synchronous learning
 Believe that learning should not be
convenient and students should not be
viewed as clients or customers.
 Students should submit themselves to the
rigorous of intellectual development and be
stretched intellectually as far as they can go.
Role of Technology
(Liberal/Perennial)

18.  Personal growth, maintenance and
promotion of a better society.
 MOI include the experimental, problem
solving and situated approaches to
learning.
 Focuses on the learning activities towards
movement of democratic cooperation and
personal enlightenment.
Progressive

19.  Interactive partnership between and
among the teacher and students.
 Asynchronous communication (gives
equal opportunity to contribute)
 Resulting in a democratic learning
environment for all students.
Role of Technology (Progressive)

20.  Bring about observable changes in
behaviour.
 Reward and punishment (B.F. Skinner)
 Focuses on the content with a subject
centered approach
 The solution to creating a better society is
to control human behaviour.
Behaviourist

21.  Aligned with technological determinism
 Believed that the use of e-learning
technologies, in all forms, results in
effective and efficient learning.
 The teacher have the control (e.g.,
WebCT, Blackboard, Moodle, NetSupport)
 Tend to view e-learning technologies as
more reliable, accurate, faster, and cost-effective
than humans.
Role of Technology (Behaviorist)

22.  To support individual growth and self-actualization.
 Freedom and autonomy, trust, active
cooperation and participation, and self-directed
learning.
 Uses Instructional methods such as group
dynamics, group activities etc.
 Teacher is the facilitator, helper and
partner in the learning process.
 Responsibility for learning rest upon the
students.
Humanist

23.  Agree that e-learning technologies can,
under certain circumstances, serve an
important role in so far as providers of the
learning activities can provide flexibility,
convenience, and meet individual students
needs with just-in-time learning.
 Learning is viewed as a highly personal
endeavour and, as such, intrinsic
motivation, self-concept, self perception,
self-evaluation and discovery are
important learning and thinking skills.
Role of Technology (Humanist)

24.  To invoke change in the political, economic,
and social order in the society via the
intersection of education and political action.
 Radical views traditional lecturing as
offending the freedom and autonomy of the
student.
 Education is viewed as value-laden and never
neutral.
 The teacher is also a learner with equal
status, but the teacher will have expert
knowledge.
Radical

25.  Aligns most closely with social
determinism.
 Problem with technologies that are owned
by large corporations that may have
surveillance features.
 Alternately, open-source technologies
(e.g. Moodle) would not be a problem for
radicals.
Role of Technology (Radical)

26.  Development of rationality assisted by the
fearless transmission of educationally
worthwhile knowledge.
 Focus on content that is worthwhile, while
emphasizing the need for clarifying
concepts, arguments, and policy
statements
 See the need for teachers to identify what
the students do not know and then to
determine their aims and objectives.
 Teacher as introducer of knowledge.
Analytical

27.  Align most closely with uses determinism
 View e-learning technology as serving the
learning process well under certain
circumstances.
Role of Technology (Analytical)

28.  Reflecting on and becoming are of our
philosophical orientations is important; it
provides a basis for how we choose and use
e-learning technologies.
 It is important to take time out from our
doing and ask why it is important.
 “Thoughtful practitioners know only what
they do, but why they are to do it.
 “Experience combined with reflection leads to
purposeful and informed action” (Darkenwalk
& Merriam, 1982.p.37)
Knowing your Teaching and Technology
Philosophies in Practice: Avoiding
Mindless Activism

29.  Kanuka, H., & Anderson, T. (2008). The
Theory and Practice of Online Learning 2nd
Edition. Edmonton, AB: Athabasca
University
Reference