Transcript Slide 1

Constructivist Pedagogy As Opposed
To Frontal Teaching
Dr. Bálint Magyar
Minister of Education
10thNetties 2004 Conference and Exhibition, 27-29. October
2004, Budapest
European Association for Telematic Applications (EATA) in
association with the Hungarian Ministry of Education and
Ministry of Informatics and Communications
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Accelerating time
 5% of the existing professions change in
every five years
 5% decrease in the professions not based on
knowledge of info-communication technology
in every two years
 Existential perspectives of professions not
based on ICT knowledge move around the
average minimal wage
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Features of change in knowledge
 Learnt professional skills become outdated
within 10 years
 32 times more increase of relevant
information linked to the given profession in
the Internet every year
 The number of Internet connections
doubles every year
 Continuous increase in broadband
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Output Requirements
The requirements of the knowledge-based society:
 Knowledge is a tool, and not a goal
 Competencies:
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Foreign language
Computer skills
Social competencies
Competence of continuous studying
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From Information Technology to Digital
Culture
Informatics
Digital Literacy
Information Technology
Digital Culture
Info-specialist
User
Rigid, limited knowledge
Flexible, frontier-less
Teaching
Mentoring
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Constructive educational environment
Industrial society
Knowledge-based society
Facts, data, rules
Skills and Competencies
Transfer of closed, final,
textbook-knowledge in
one occasion
Lifelong learning knowledgenetworks
Fixed, homogeneous team- Flexible, heterogeneous teamstudying method
studying method (individualcentred education)
Frontal pedagogy
„Constructivist” education
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Learning in 21st century
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Interactive process,
Knowledge building community,
Learn and share at the same time,
Increasing equality and understanding,
Altering the whole infrastructure of teaching.
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Sulinet Digital Knowledge Base
 Former initiatives
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Educational content of Sulinet webpage
Digital classes (static HTML content)
 Aim: to provide extensive digital content for
each knowledge area at levels 7-12 within 2
years
 LCMS (Learning Content Management System)
framework system
 Content - proposals
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Digital Content Service
 Sulinet Digital Knowledge Base
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Digitalized teaching materials for K 7-12 covering the
whole curriculum
8 subjects
Examples, animations, demonstration films
Supplementary data bases, background information
Methodological assistance, lecture drafts
Opportunity for individual editing and content forming
Forum, chat, collaborative opportunities
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What is SDKB good for?
Teacher
 Utilization of lessons (learning objects) and collections in
class
 Consultation, restructuring of the subject and lessons
 Utilization of learning objects (pictures,
animations,etc…) e.g. for presentations in class
 Cooperative work in class or project task
 Team or individually developed output (working group)
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What is SDKB good for?
Student
 Working types in class
 Individual learning
 Background for preparation (home essay,
presentations etc.)
 Collaborative, cooperative learning
 Content development individually or in
cooperation (working group)
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Classic and digital pedagogy
A. Paper-based and multimedia curriculum and
knowledge base
B. Types of learning organization: the structure of
curriculum in linear and feedback system
C. Teaching metodologies in traditional and
informatic educational environments
D. Learning-monitoring, evaluation, assessment,
exam in traditional and informatic educational
environments
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A) Paper-based and multimedia curriculum and
knowledge base – 1.
Traditional curriculum
storage aspect
1. Fragmented knowledgeelements
2. Knowledge-elements can
not be connected, and
moved.
3. Widening is potential,
4. Disciplinar knowledge
aggregation in unreal
environment.
Sulinet Digital Knowledge
Base
(SDKB)
1. Intellectual infrastructure of
constructivist pedagogy.
2. Partial units can be set out,
and put to other databases,
3. Continouos dinamic widening,
4. Helps practical „know-how” of
knowledge attainment.
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A) Paper-based and multimedia curriculum and
knowledge base – 2.
Traditional curriculum
storage aspect
• Traditional archive
• Describes and stores limited
knowledge-units. Search the
base of limited number of
subject heads.
• There is no integrated structure,
knowledge material is „mass”.
• Delegates the disclosion of
connections to the user.
Sulinet Digital Knowledge
Base
(SDKB)
• Store and retrieval can be
customized
• Built on all-round connections of
open knowledge-units
• Suggests knowledge-attainment
ways of long standing,but new
ways can be established as well.
• Effective knowledge-management:
signing the ways of cognition =
structured information-aggragation
+ cognitive structure
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B) Types of learning organization: the structure
of curriculum in linear and feedback system
Linear curriculum
organization
Feedback curriculum
organization
Descriptional structure:
curriculum contains
knowledge in the form of
cognition
Logical structure: information
lives through its network.
Static sectorial and subject
aspect
Interdisciplinar aspect
Self-aimed, lexical knowledge
Authentic, relevant knowledge
Linear learning-organization
„Just in time” learning.
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C) Teaching metodologies in traditional and
informatic educational environments
Traditional educational
environments
Digital educational
environments
Transmission of closed, lexical,
Open, stabil, ready-to-use,
knowledge-block that
situational knowledge.
becomes quickly out of date
Development of competencies –
Self-aimed „prestige-knowledge”
anyone can access knowledge– stabilizes social differencies.
sources, no one can be
The possesion of knowledge
excluded out of knowledge.
sources determines success
Important competencies in
and social mobility.
„working life”: teamwork,
„Quize excercises”: errodation of
discussion, project: research,
classic literacy, turns into
processing and presentation –
mass-literacy
„situations of life” in schools
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D) Learning-monitoring, evaluation, assessment,
exam in traditional and informatic educational
environments
Traditional assessment
environment
Digital assessment
environment
Tests in subjects
Examination of competence,
proficiency and literacy cannot
be connected to one subject.
Summative assessment
dominates
Formative and diagnostic
assessment
Rare assessment occassions:
„topic-closing”, semester
summary, script
Rutin performance-assessment
integrated in every-dayeducation
Making test-versions is difficult,
and the level of them differs
often
Individual tests easily, quickly and
dependably – from a databank of
calibrated excerscises.
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Teacher training
 In-service teacher training and incentives for
purchasing computing instruments:
 Spring 2004: ICT training for 10 000 teachers
 2004 – 2006: ICT training for 30 000 teachers
for competence based education combined
with incentives for purchasing computing
products
 Sulinet Expressz tax allowance
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Ensuring internet access
 „Public utility” Internet network 2005. Organized
by the Ministry of Informatics and
Communications
 Every public institution will be equipped with
broadband Internet acess
 Migration of 2301 ends done
 Further 1000 ends connected until the end of
2004
 5500 institutions of public education (until 2005)
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Ensuring internet access
 Establishment of local networks
 First part of 2004 – providing 300 wireless
network to secondary schools through a call
for proposal announced by the Ministry of
Informatics and Communications
 Further ax. 300 wireless network for
secondary schools in 2005
 Satellite network in 600 separated/or
neighbouring country institution (2004)
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Establishing ICT infrastructure
 Increase the number of computer labs
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NDP Regional Operative Program 2.3 (12,2 bn Ft)
Phare program (4,8 bn Ft)
SuliNet program
Innovative Schools (0,3 bn Ft)
Decentralized proposals (0,3 bn Ft)
Digital trolley program 2004 (3,3 bn Ft)
From 2005 normative support for informatical
developments (4,5 bn Ft/year)
 120 - 130.000 new multimedia PCs until 2006
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ICT means in education
Mobile, digital presentation tool („digital trolley”)
Content:
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1 laptop
1 projector
Amplifier, speaker,microphone
VHS, DVD
Keeping box
Digital suitcase: laptop + projector
Digital trolley and suitcase in all secondary schools
Responsible for this project: Ministry of
Informatics and Communications.
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Other use of digital technology
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Administration
Learning organization
Monitoring
Market based digital document dissemination
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Thank you for your attention!
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