LEARNING 2.0 and the PARADIGM OF E DUCATION 1. celostátní konference lékařských fakult ČR na téma e-learning a zdravotnická informatika ve výuce lékařských oborů MEFANET November 2007 Brno, hotel Voroněž RNDr. Danuše BAUEROVÁ, Ph.D. Innovation Education Ínstitute Faculty of Economics, VSB-TU

New technology  new methodology The WEB 2.0 technology is here. Has 'Learning 2.0' automatically arrived as well?

PROGRESS and PARADIGM We would not have made any PROGRESS beyond MEDIEVAL MEDICINE if we had not ABANDONED ITS PARADIGM that assumed that ALL DISEASES are based on imbalances in our BLOOD. IMPROVEMENT IN THE QUALITY of medicine would BE LIMITED to searching for superior methods and forms of BLOOD-LETTING. Is there any parallel to education?

A parallel to education ? Improvement in the quality of education ???

Quality of Education Definition of eLearning (EU) „... the USE of new multimedia technologies and the Internet TO IMPROVE THE QUALITY OF LEARNING BY FACILITATING ACCESS to resources and services as well as REMOTE EXCHANGES and COLABORATION.“ HOW:GOAL:

New PARADIGM The model is a picture of reality, is formed in a certain way and develops gradually in an EVOLUTIONARY way REVOLUTIONARY changes (changes in qualitative structure) A STARTING POINT for each realization of qualitative change:  a correct evaluation of the degree of EXHAUSTION of the system of basic assumptions and conditions, on which the current degree of scientific discipline is based.         new PARADIGM!

How to evaluate the quality of education? Evaluation within the FRAME of the CURRENT SCALE??? REVOLUTIONARY changes in quality    NEW MEASURES AND CRITERIA: by OVERSTEPPING THE BORDERS of current principles    NEW SYSTEM OF CRITERIA for evaluating education Domination of new technologies    principles:    are becoming restrictive    PREVENT FURTHER DEVELOPMENT in accordance with possibilities

PARADIGM AND REVOLUTIONARY CHANGES A paradigm = a sum of basic ASSUMPTIONS, PREREQUISITES and CONCEPTS of given scientific discipline IN A CERTAIN TIME PERIOD A paradigm CREATES A PLATFORM for creating a view of reality, for construction of its model     WE perceive REALITY IN A CERTAIN WAY In science, a TURNING POINT comes after a certain period of time when THE CURRENT PARADIGM BECOMES EXHAUSTED. (T. S. Kuhn)

“Thinking outside of the box“ Thinking INSIDE a given space ~ NORMAL science An accumulation of many ABNORMALITIES in a respective science, UNSATISFACTORY ANSWERS to questions of the science       an impulse TO ABANDON THE CURRENT space       a need to find a NEW PARADIGM surfaces       A PERIOD OF NORMAL SCIENCE

Time to change the current paradigm The accumulation of qualitative CONTRADICTIONS in the form of UNACCEPTABLE ANSWERS       discussions on WHAT shall newly be observed and scientifically researched, WHICH questions shall be asked, in WHAT structure, and HOW should the acquired results of scientific research be interpreted

FROM PARADIGM DEFINITION: “...how an experiment SHALL BE LEAD. WHICH EQUIPMENT is available for a realization of the experiment…” WEB 2.0CRITERIA SYSTEM. ?!? [Kuhn, The Structure of Scientific Revolution]

Improvement in the quality Medieval medicine... all diseases are based on imbalances in our blood Physics before Einstein Rules of Newton´s mechanics Education BEFORE INTERNET ???

?!? Improvement in the quality Medieval medicine Physics before Einstein Education before Internet... all diseases are based on imbalances in our blood Rules of Newton´s mechanics ?!? TEACHER as „the SAGE on the STAGE“. Teacher as the DIRECTIVE AUTHORITY      NEW PARADIGM! REVOLUTIONARY CHANGES

Bauerová, Tatry, ICETA, Teacher as a sage on the stage! web The job as a 'teacher' can change from being 'the source of knowledge' to being an influencer.

Bauerová, Tatry, ICETA, DIALOG web STUDENTS have a PERSONAL WAY that addresses their OWN LEARNING NEEDS The changes in higher education are going through towards a learning process BASED ON DIALOGUE. TEACHER MODERATES DISCUSSIONS and ACTIVITIES IN A WAY that COLLECTIVELY leads students towards the learning goals.

How to MINIMISE TEACHING (the predicted) in order to MAXIMISE LEARNING? How to MAXIMISE processes of NEGOTIATION of meaning enabled by INTERACTION? TEACHER-CENTRED  LEARNER-CENTERED APPROACH !? ! “What should LEARNERS be doing TO LEARN these new skills?” (Not, “What should I be doing to teach these new skills?”)

Digital Natives? How to Teach Teachers to Teach with New Media? How to Teach Teachers of Future Teachers to Teach with New Media? Dušan MEŠKO ICETA 2007, Stará Lesná, Slovakia September 6, 2007 ??? Answer ???

How to Teach Teachers to Teach with New Media? How to Teach Teachers to Teach with New Media? How to Teach Teachers of Future Teachers to Teach with New Media? ??? Answer ??? Teach them HOW TO LEARN! METALEARNING!

OPEN GLOBAL DIALOG The WEB 2.0 technology allows CONTINUAL RESPONSE of all attendants involved in the NETWORK composed of participants EQUAL WITH EACH OTHER

USER-CENTERED MODEL TEACHER- CENTERED MODEL LERNER- CENTERED MODEL NEW CRITERIA SYSTEM of education quality

NEGOTIATION OF MEANING OLD model NEW model SPACE AND TIME IDEAS SHARING

USER-CENTERED MODEL TEACHER- CENTERED MODEL STUDENT- CENTERED MODEL NEW CRITERIA SYSTEM of education quality GLOBAL OPEN DIALOG in an open SPACE – F2F as well VIRTUAL!

Conclusion High-power agent of quality of education institutions and their teachers in the digital age is becoming A SPACE FORMATION (F2F as well as web space) and INCENTIVE FRAMEWORK for IDEAS SHARING. The quality of product of education process is tracing the quality of the achieved DIALOG !

Conclusion „Learning must be a way of being.“ (Siemens, 2004)

 …TAUGHT LESS… … STUDIED MORE… Thank you for your attentiveness!! Danuše BAUEROVÁ EkF VŠB-TU Ostrava JÁN ÁMOS KOMENSKÝ