E-learning and the transformation of education for a knowledge economy Prof. dr. Betty Collis University of Twente, The Netherlands Presentation at the invited seminar “The Network Society and the Knowledge Economy: Portugal in the global context”, Lisbon, 55-6 March 2005

Context for my comments: At the UT, Professor of Technology for Strategy, Learning and Change At Shell EP, Head of Research for Knowledge, Innovation and Design

Functioning productively… The individual in a Knowledge Economy Handling the mobility of services, information, workforce Deriving local value from global systems Working in multidisciplinary and global teams Continuously updating and changing skills Acting autonomously and reflectively, in socially heterogeneous settings Using electronic networks effectively and efficiently

Functioning productively… Knowing who, knowing why, knowing how, knowing when… more important than knowing what The individual in a Knowledge Economy Handling the mobility of services, information, workforce Deriving local value from global systems Working in multidisciplinary and global teams Continuously updating and changing skills Acting autonomously and reflectively, in socially heterogeneous settings Using electronic networks effectively and efficiently

Functioning productively… Knowing who, knowing why, knowing how, knowing when… more important than knowing what The individual in a Knowledge Economy Handling the mobility of services, information, workforce Deriving local value from global systems Working in multidisciplinary and global teams Continuously updating and changing skills Acting autonomously and reflectively, in socially heterogeneous settings Using electronic networks effectively and efficiently To transform education, its processes and regulations should reflect this context

Learning for a knowledge economy Benefits from many sorts of “learning partners” to extend the teacher, as guides for finding, interpreting, and co- constructing information Benefits from learning designed around real-world activities rather than content transfer Is served by assessment based on realistic performance indicators, including of skill in integrating one’s work with that of others Uses network tools in ways that reflect effective functioning in a knowledge society Benefits from a focus on process, rather than content The Individual as LEARNER in a knowledge economy

Learning for a knowledge economy Benefits from many sorts of “learning partners” to extend the teacher, as guides for finding, interpreting, and co- constructing information Benefits from learning designed around real-world activities rather than content transfer Is served by assessment based on realistic performance indicators, including of skill in integrating one’s work with that of others Uses network tools in ways that reflect effective functioning in a knowledge society Benefits from a focus on process, rather than content The Individual as LEARNER in a knowledge economy Now, what about e-learning?

E-learning for a knowledge economy In contrast, much of what is currently called e-learning focuses on content transfer which can become counter-productive to the development of competencies for a knowledge economy…

E-learning Transformations: Strengthening the processes Content Communication Co-constructed content and meaning Pre-structured content, within a course Little or no human communication Within a course or programme Professional knowledge building, reflection Information repository Online course Blended (extended) course Communities of Practice Information

Professional development : Teachers as co-constructors of knowledge in a community of practice The corporate sector: Shell EP Well engineers and geologists who work together on multidisciplinary teams Examples: Higher education: Portfolio assessment to demonstrate relationships above the individual course

For e-learning to help in the transformation of education for a knowledge economy… Emphasize the AFFORDANCES of network technology: For enabling access to and development of shared resources, particularly those reflecting real practice For support of coaching and other learning-related activities For linking learning, within one’s own experiences, with one’s group, one’s organization, one’s society Emphasize the processes of WHO, WHY, WHEN, HOW, and WHERE: Rather than just-in- time content provision Plan IMPLEMENTATION CAREFULLY: To make the transition to new norms and values for education In ways that respect the local context while at the same time helping it to change

E-learning The individual in a Knowledge Economy Handling the mobility of services, information, workforce Deriving local value from global systems Working in multidisciplinary and global teams Continuously updating and changing skills Acting autonomously and reflectively, in socially heterogeneous settings Using electronic networks effectively and efficiently Learning from and with others… Learning from experience, coaching in context Knowing where, when, who and how to access what is needed, making informed decisions about options Bring the global into the local context

I welcome your comments Prof. dr. Betty Collis Learning for a knowledge economy