Paradigm shift in Education European Seminar on ICT in Teacher Education Stord, Norway, 2 - 8 August, 1999 Paradigm shift in Education Harald Haugen / Knut Steinar Engelsen Stord/Haugesund College, 5409 Stord, Norway harald.haugen@hsh.no / knut.engelsen@hsh.no http://www.hsh.no

Teaching - ICT - Learning Updating a classic profession ? Profound changes in roles & methods ? Basic paradigms / models ? Shift of paradigm?

Global views on Learning Traditional: focus on teacher, the role of the student is passive, technology/ blackboard/TV/radio Information: focus on student, the role of the student is active, I(C)T Knowledge: focus on group, the role of the student is adaptive, ICT (Prof. Tapio Varis, University of Tampere, Finland; July ’99)

Parameters for change Time & space; availability Cost, market, competition & collaboration Teacher/student relationship; teaching / information / knowledge Quality, assessment, validation (Prof. Tapio Varis, University of Tampere, Finland; July ’99)

New situation ICT is already here, in our society as part of daily life for ’everyone’ as part of professional knowledge and skills change in traditional methods and crafts as new professions related to ICT as initiative for further development, R & D, in several areas, e.g. education as means for communication and distribution

in Education and Training II Paradigm shift in Education and Training II Real presence classrooms, lecture halls courses, lectures conferences, seminars libraries labs, practical sessions Virtual presence virtual schools/classrooms ODL Teleconferencing on-line libraries, WWW Simulations/ Virtual reality EU’96

New competence Global needs for new skills and knowledge Equal opportunities for education and training, i.e. open access ICT as a central component of new skills and competence ICT as a tool for providing flexible learning environments (www, news, net meeting, video . . . . )

in Education and Training I Paradigme shift in Education and Training I Behaviourist Teacher/trainer oriented Highly structured Drill and practice Passive transfer Summative evaluation Constructivist Learner oriented Flexible structures Highly interactive Exploratory Project based pedagaogy ISSUES Technology/equipment Multimedia courseware Teacher training Availability EU’96

Public requirements Flexibility professional validation, certificates etc. tailoring of courses/studies to particular needs bringing training / competence anywhere, anytime 'one-stop-shopping' possibilities Availability, e.g. reduced travelling & pollution Efficiency, i.e. better exploitation of time and scarce professional resources

Collaboration for lifelong learning across traditional borders Ask & Haugen

Students want Wide choice of courses to to compose their own study programmes Credits and certificates for courses and programmes completed Flexible study, over time, at home or at work Well organised, ’safe’ and professionally tailored courses ICT as a self-evident tool and source of info.

Collaboration ICT related R & D National and institutional interests common challenges and interests benefits and synergy of joint development limited resources, few specialists National and institutional interests coping with new challenges in education funding and sharing of resources access to new knowledge and products

Institutional strategies Institutions include ICT based ODL in their strategic plans Creating new learning environments rather than talking about teaching Responsibility for learning lies with the students; learning as an active process New dimensions of learning; PBL, simulations, ‘multimedia’, interactivity . .

Models of learning environments I Electronic, networked ’correspondence school’ distribution of 'lessons' on the net choice of courses, lessons, study programmes e-mail and 'news' as extra contact with tutors teachers feel at home with traditional methods students feel 'safe' with controlled progress, and positive to flexible study environments

Models of learning environments II Interactive learning environment shifting from ’teaching’ to ’learning’ increased student responsibility for own learning new methods of work problem based learning (PBL) exchange of ideas and knowledge new roles for teachers

Models of learning environments III Virtual, net-based learning environment collaborative learning environment; ICTSCL choices of different learning styles net-based group work or PBL students belong to a 'learning society' sharing, exchanging, supporting, guiding, assisting

Teacher's role in a ‘new paradigm’? A Guide on the Side - - or a Sage on the Stage? Ask & Haugen 16

Consequences for teacher training Students must themselves experience the new paradigm, not only be told about it Teacher trainers must reform our way of teaching / organising learning situations Teacher trainig/education institutions must reform strategy and organisation Authorities must revise plans and regulations ICT is both a flexible tool and a golden opportunity for re-thinking

Open & flexible learning Can ODL (Open & Distributed Learning) be a good starting point? Several years of international experience, in different fora & projects’ Seem to be a politically acceptable way R & D on ICT based ODL is growing Several models exist, reasonably well documented

NITOL - Norway-net with IT for Open Learning Collaboration between 4 higher educational institutions 1994 - 99 NTNU & HiST HSH HiA 10 2

NITOL basic principle Collaboration - on organisation and administration on course development / modules between researchers / experts between students between student / teacher / researcher 11 7

Geir Maribu

Development of NITOL, 1994-98 Students

Implementing the paradigm shift Through political reforms? By institutional strategies? Subject /disciplin related activities? General pedagogy /education theory? Individual 7 local R&D? Co-operation between institutions? - between professionals? - international programmes /projects?