Transcript The Bologna process in DK

© ole lauridsen, asb, 2003
get wired!
on the pros and cons
of modern technology based learning
ole lauridsen
aarhus school of business, denmark
ciuti - genève, may 2003
© ole lauridsen, asb, 2003
presentation
Ole Lauridsen, associate professor, mag.art. (≈
ph.d.)
German Department
Aarhus School of Business
ICT:
• Chair of the ICT-Board of the Faculty of Modern
Languages
• Study Director of the Master Program “ICT in Language
Teaching and Learning”
• Member of an Expert Team on NT in Language Teaching
and Learning (ELC)
• Various Lingua Funded Projects in the same field
© ole lauridsen, asb, 2003
preamble
it is beyond doubt that
•
•
•
HE institutions all over Europe have trained
very good translators using the classical
instructivist teaching methods
these classical methods will remain part of all
sorts of training at all educational levels – from
primary school to HE
the use of e-learning and constructivist
methods can make the graduates even better
and give them crucial tools for living in the
learning society of the 21st century
© ole lauridsen, asb, 2003
program
• what is e-learning (not)?
• why constructivism?
· the instructivist paradigm vs. the constructivist
one
• why base the training or part of the
training on ICT/e-learning?
• concrete examples
· partly leading on to Morten Pilegaard’s paper
• discussion
© ole lauridsen, asb, 2003
what is e-learning (not)?
© ole lauridsen, asb, 2003
what is e-learning?
the two schools
school 1: on-line learning
a mixture of
• distance learning
on-line learning and
on-campus (F2F)
• blended learning
learning
school 2: the mere use of ICT tools
• information retrieval
• pp-presentations
• databases
• various web based tests, and so on
© ole lauridsen, asb, 2003
e-learning standards
international standardization
• Information Technology for Learning,
Education, and Training (ISO/IEC JTC1
SC36)
• Collaborative Technology (ISO/IEC JTC1
SC36 WG2)
• standards ready 2005-2007
© ole lauridsen, asb, 2003
what is e-learning?
e-learning
mere online learning
=
tel(l), cal(l)
cbs, cbt…
distance learning,
virtual classroom,
virtual university
the mere use of ICT in the
learning process
=
supplement to on-campus/F2F,
subset of e-learning
© ole lauridsen, asb, 2003
focus of the standardization so far
database structure
data flow
data transfer
collaborative workspace
L2L interaction
technicalities
© ole lauridsen, asb, 2003
focus on technical aspects:
reasons and problems
reasons
• costs and profits are the cardinal point in many
educational activities
• for years now, e-activities have been driven by
technicians
problems
• pedagogical aspects are being ignored or
suppressed
• the users are being forgotten and often give up elearning
© ole lauridsen, asb, 2003
what is meant by ‘soft values’
the ‘Danish model’:
• based on the leitmotif of
Grundtvig’s folk high school
pedagogy: the living word in true
dialogue and not the word in dry
books
human contact
human values
N.F.S.Grundtvig
1783-1872
© ole lauridsen, asb, 2003
in summa
• e-learning is web based or web supported
learning
• but e-learning is more than a web site used
for storing materials combined with a
communication platform
© ole lauridsen, asb, 2003
in summa
• e-learning is learning and not teaching
focus: the subject and
the individual learning
process of the learner
autonomy, personalization,
knowledge processing and
knowledge management
focus: the subject
imitation, learning by
rote, no active
processing
• learning, in its purest form, supports skills
and competences; teaching, in its purest
form, supports only skills
© ole lauridsen, asb, 2003
why constructivism?
the instructivist paradigm vs.
the constructivist one
© ole lauridsen, asb, 2003
why human contact and human values?
• human contact and human values are, in
fact, the fundament of the constructivist
paradigm which is gaining ground worldwide
• constructivism focuses on the individual
learner and his/her individual learning
process as well as the subject
• ≠ instructivism that focuses merely on the
subject and the material
© ole lauridsen, asb, 2003
why human values and
why constructivism?
• HE institutions are
now mass institutions
NB!NB!
with quite
segmentbenefit
of students
• alsoanother
strong students
than 5-10
ago
fromyears
the constructivist
• because
of their individual
social background
and
teacher’s
support
inheritance,
many of these
• constructivism
is by“new”
no students are
not acquainted with the study life – but, still,
means a life vest for new
they are very competent individuals; they only
of students, but a
need segments
a helping hand
strong tool that focuses on
and supports all types of
learners
© ole lauridsen, asb, 2003
why human values and
why constructivism?
so
altogether:
• it
is crucial that all students know their
• constructivism
helps new
of students
learning potential
andsegments
know how
to make
finding
their feet process
in a worldeven
into which
are not
their learning
morethey
effective
born and of which they are therefore insecure
• otherwise they have but limited
• like instructivism, constructivism focuses on the
possibilities as members of the learning
subject
and on skills, but, besides that, personal
society
competences are crucial to the concept
• constructivism supports all types of learners and
prepares all students for the learning society
• constructivism thus makes all students more
competent
© ole lauridsen, asb, 2003
why ICT?
why e-learning?
© ole lauridsen, asb, 2003
teaching and technology
Imagine a technology that instantly connects teachers to
resources around the world, that allows teachers to reach
parents on a moment's notice, that helps teachers reach out to
the community and even helps bring the community into the
classroom.
Imagine a time when virtually all professionals have such
terminals in their work spaces, and virtually all homes - even
those of the poorest citizens - are connected to the net work.
Imagine the day when all teachers in the state of California
have that crown of 1880s technology, the telephone, in
their classrooms.
© ole lauridsen, asb, 2003
teaching and technology
picture is destined to
“The motion
………………………
revolutionize our educational system and
(...) in a few years it will supplant largely,
if not entirely, the use of textbooks."
Thomas Edison 1922
© ole lauridsen, asb, 2003
teaching and technology
“The time may come when a
..................................
portable radio receiver will be as common
in the classroom as is the blackboard.”
William Levenson 1945
© ole lauridsen, asb, 2003
teaching and technology
the audio visual method
the language laboratory
© ole lauridsen, asb, 2003
why ICT?
why e-learning?
• modern times call for a shift in pedagogical
method, i.e. the use of the constructivist
paradigm, and only ICT can support this
shift
• ICT is the tool in a constructivist concept
• it supports autonomy
• it supports differentiation, personalisation,
individualisation – and democratization
• it lets us help the individual student in
accordance with his/her individual needs
© ole lauridsen, asb, 2003
why ICT?
why e-learning?
• ICT is pervasive and has an impact on all
parts of our lives – therefore education
must be affected, too, and therefore
education must take ICT seriously
• ICT must be considered the fifth cultural
skill besides reading, writing, arithmetic
and foreign languages
© ole lauridsen, asb, 2003
how?
• social contract with the students
• how often am I on-line as the teacher?
• response time – students and teacher
• communication styles – set of rules
• use of web site and communication platform
(CampusNet)
• dynamic course web site managed by all participants
(materials etc.)
• all course materials adapted to the learning styles of
the students based on tests and interviews
© ole lauridsen, asb, 2003
how?
• process translation writing
• all activities via the Internet (e-mail)
• translations marked (MARKIN) in
correspondence with learning styles
• feed back in print (visually) or individual
F2F (auditively), later audio files
© ole lauridsen, asb, 2003
how?
• electronic logbooks and electronic
portfolios
• for weekly or monthly discussion of
progress
• in the long run, as part of course
assessment –a good alternative to the
traditional exams
© ole lauridsen, asb, 2003
results so far
• the students are very satisfied
• they like the individual approach
• they like the just-in-time and just-inplace concept
• they like the overall flexibility
• their progress seems to pick up speed
• their human competences grow (self
assurance, capability of working in teams,
autonomy, etc.)
© ole lauridsen, asb, 2003
results so far - reasons
• is it really the new concept?
• or is it, after all, only the enthusiasm
of the teacher and the charm of
novelty that is crucial to apparently
good results?
• we need action research and broad
longitudinal investigations of the
effect