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Module 1Group 1 - Outi Aitio (SF), Adelina Garcia (E), Anne Mariën (B), Liesbet Wouters (B) Group 2 - Anke Engling (D), Noe Blanco (E), Inger Osterlund-Oller (SF), Cathy Camertijn (B) Group 3 - Esther Booltink (NL), Veerle Dupont (B), Tom Jansseune (B), Miia Lehtonen (SF) Group 4 - Karen Dereymaeker (B), Peter De Temmerman (B), Paula Kari (SF), Jutta Laukart (D) Group 5 - Carme Anguera Iglesias (E) , Kalle Mäkinen (SF), Karen Soeteman (NL), Kristel Janssen (B), Lilianne Hercules (NL) Group 6 - Imke Abma (NL), Enric Perez (E), Anne Berg (SF), Liselotte Courtens (B) Group 7 - Marita Pylvanainen (SF), Jxxxx Rxxxxxxx (SF), Els Vancluysen (B), Katrijn Vanduffel (B) Group 8 - Pirjo Töllinen (SF), Emma Causa (E), Miet Vanhilderson (B), Karen Wouters (B) Group 9 - Anna Palva (SF), Bart Ketelslegers (B), Melissa Verkley (NL), Mira Van Olmen (B)
Module 1: Communication and new technologies. Carme Anguera Iglesias (Spain) Introduction. Communication and new technology answer to the educational challenges of the new information era when both new means and new tools of education are taken into serious consideration. While new technologies and communication strategies are developed are also old learning theories taken under consideration and under critical evaluation. Internet which enables new ways of communicating and offers new inexpensive strategies for publishing new information is good example of the big processes which are changing the society into something else than what we see it today. Whether the progress is progression towards something better and more equal worldorder is harder question. Information superhighway, distance education, telematic learning, virtual universities and cybersociety have all somehow mysterious and romantic sound; but then again are they themselves enough? New tools for learning are developed by the new media but too often the most principal fact is forgotten, they are still just tools, they don’t alone bring us "better" learning solutions and deeper learning. Even during the lectures of communication and new technologies the subject was looked through too uncritical eyes, since after all the discourse is about something new which still needs lot of assessment. Presentation for a new paradigm that is called the new model needs also more specifying questions about what it is and what it’s not. Some questions The next figure illustrates our view of learning in which the context of learning activities is taken into bigger consideration; the fact that learning is always related into certain contextual principals was not -what we think- taken into consideration in the "new model". Although the new model sees learning from more diversified and sophisticated way than more "traditional" and behaviouristic learning theories. We think the question about who sets the objectives was not mentioned enough. After all the teacher should be more like a guide to help learners find the right objectives. Figure A
New model is more complex and perhaps also more dynamic than the older centralized and passive teacher oriented model. New model takes different learning strategies and media’s consideration in the learning environment, and the pedagogical solutions have more variation; tutoring, expertice, group animation and pedagogical designing. Teacher uses several methods and tasks in helping learner to find learners’ learning environment, teachers’ tasks are diversified and the group (peers) itself is seen as a learning recurs. All of this is merely repetition about what we heard during the lectures, there are still some factors we think ought to be stressed. Those are: new model in relation to cognitive constructive learning theories and the real importance of the media itself. What is relevant activity in the specific context? How much the strategy is context based and how much the activity is binded into different resources? After all the impression this new learning model gives is somehow too wide and artificial vision of learning, especially when it comes to the use of new communication technology and new media (internet with its’ wide applications). The fact that media is only a tool to accomplish the goal of the teachers’ or learners’ learning activity was not explicated enough. As the new model sees the learning as more individualized process it still leaves open the question whether it is the learner or the teacher who sets the goals to learning. The question of the self directness of the learner is one of the most important ones: Do everybody have those learning skills which are needed for more individualized learning? How much can the teacher motivate and guide the learner to find his/hers learning skills without treating the learner as an object? And isn’t somehow paradoxical to discuss about self directness if one needs somebody else’s skills first to be able afterwards set one’s own goals in reference to what he/she has been thought? Our reflections about the first module. We look the distance education from a comparative point of view between the positive and the negative aspects (figure 2). We think distance education is not the perfect way how sometimes it’s said. But then again we don’t dare to criticize it too much. It has some new refreshing strategies to offer for trainers and teachers as well as for the learners. Figure B
Now we have to remark that there are some differences in the flexibility of choosing courses between the different kind of distance education as well as in the costs to follow some courses. Opportunities differ for example while using for example radio or Internet. What happens to the equality principles of new communication that should be available for everyone. This question in relation with the idea of equal education for everybody was not taken into consideration, when it comes to segregation of people into those who have the access and knowledge to use the new means (internet) of communication and those who lack the skills to constructively take advantage of the opportunities this knowledge society grants for capable people. At the same the question of the secularizing aspect of new technologies is also relevant, does those new means of communication lead the society into even more democratizing world order or does it only emphasize the individualization and differences between social classes in the postmodern society. What about comparing the new model to learning theories which are more present in the field of the adult education in general, meaning the cognitive constructivist side of the post behavioral learning theories? Why were those more cognitivist learning theories left out from the new model during the lectures? What follows after Piaget, where were more reflective and activity oriented theorists left, such as Kolb’s learning by doing and the constructivist tradition as well as Mezirow’s ideas of self directness and self reflection in adult learning? Since the new model itself has aspects from lot of different theories like those mentioned here. About our field visit to France Telecom we can show an example of new communication tool used for the needs of a big organization to spread the relevant knowledge inside the company and keep the workers informed with Intranet solution. This Intranet is also an example about how they at least try to implement the ideas of a learning organization by using the new technologies. We are still curious of their organizational culture and how useful this system is for the workers or if it fits with the needs of the workers and do they have the access and the skills to use it effectively. When it comes to websites and CD-ROMs why wasn’t any questions about user interface stressed, such as the theoretical background prepositions? With what guidelines can we evaluate the user interfaces of -for example- CD-roms and does there even exist ultimate and best user interface since the theoretical backgrounds of learning are always connected to the objectives of the media artifact. Sitting in front of the Internet; what’s the teacher’s role when using Internet? We think it depends on the current tasks and objectives of a specific learning context. The teacher can be a tutor and more passively on the background or his/hers role can be more active depending on the tools which are used or the objectives of the learning task for instance. It’s also possible to teach students to cope with the information flow. It has to come from both sides, you have to learn the skills to cope with the environment and opposite make the environment more logical for the students. What about then different kind of teaching methods? We think it’s important to have more than one experience about teaching models. So it would be interesting to receive different kind of teaching during the following modules keeping in mind the variation of pedagogical strategies. We have been reflecting what is the function of the new technologies in vocational field of adult education. Therefore we have lists some things one have to keep on mind while preparing a training program and what are the objectives (figure 3). figure C
As you can see above new technologies is one of the reasons to have training programs in the vocational field. (More explanations about the different concepts and more references will be added later.)
MODULE 1. INFORMATION TECHNOLOGY AND TRAINING PATRICK THOMAS 19.2.1999 Causa Emma In this paper we will write about new technology within Adult Education and about learning environment. It’s important to discuss about these subjects because of their relevancy in our society and the influences in the field of education. New technologies and the media, for example Internet, fax, television, have impacted on our daily lives. It is important not only use them but to know how to learn through them. We will reflect the impact of new technology on education and the new roles of the teacher and the learner in the teaching and learning process. The presential and the mediated learning models Patrick Thomas talked about the old, presential and the new, mediated model of teaching and learning. By the old model he refers to the traditional teaching, where the teacher gives the information to the learners, who are passives listeners. The learning program in this model is segmented and centralized. In other words, the learners follow the same structure of studies and have no freedom to choose. The learning process is divided into small courses, which have no integration. When different kinds on new media are used more and more in education, the need for a new paradigm appeared. The new, mediated model of teaching and learning was introduced. The new model is trying to brake the segmented structure of teaching and learning and tries to design a learning environment, where different media and learning strategies are offered. The learner can choose his or her own path and take an active role in the learning process and making individual learning plans according to his or her own objectives and needs.
The mediated model changes the roles of the teacher and the learner. The new roles of the teacher are according to the model: animation, tutoring, expertise and designing skills. The role of animation contains motivating the learners by offering a rich learning environment and different kinds of learning activities and strategies. The role of the tutor is to help learners in their process of forming individualized learning programs and finding their own needs and objectives. The tutor can offer the learner interaction, which is limited working with and learning through media. The teacher should also have designing skills. She or he has to consider both the pedagogical and technical theories when designing programs. The expertise role means that the teacher should be familiar with the subject she or he is teaching. In our opinion the teacher must be creative, flexible and have to have communication skills. In the old model the teacher is considered as an authority, who has to know everything related to the subject and the whole teaching process. In our opinion the new model gives opportunity to work in interdisciplinary groups and teams. The teachers and experts of different fields should work together and bring their knowledge and different skills to common use. Sharing their experiences and conclusion can improve their working and build a learning environment. The teacher should not consider multimedia as an absolute value of teaching. It is important to use media in teaching only, if it takes into account the learners needs and objectives. The learning programs should be designed so, that they offer learning activities suitable to different learning strategies. Otherwise adult learners may loose the motivation. The idea of learning environment and the mediated model changes the role of the learner also. Carrying out individual learning programs sets the learner a need to be self-directed. This is often misunderstood as self-learning, where the learner is learning on his or her own. We understand the meaning of self-directed learning as individualized learning, where every learner have their own path, which they follow with the help of the tutor and other learners. Self-directed learning does not therefore mean that the learner works alone, social interaction with other learners, who follow their own learning plans. The role of the tutor is more important in the beginning of the learning process, when the learner does not have much experience in self-directed learning. As the tutor helps the learner to develop the skills of self-directed learning, the importance of guidance decreases. Another thing we have to mention is the fact that the learners who use new technologies have to develop critical thinking skills because of the great amount of data that exist in different kinds of media. People have limited capacity to work with data. Without criticism the mental processes of the learner could be overloaded. For example distance learners have to sometimes follow courses in the websites, they have to learn how to choose the information, which is relevant to their objectives and needs. It is for this reason very important to have the help of tutors.
In our opinion the presential and the mediated paradigms should not be considered as two different dimensions. Mediated learning can also be segmented, centralized and passive, if the learning program is poorly designed and tutoring is not provided. Traditional teaching can also be done so that the learners are active and make the use of different learning activities. New technologies and media can offer adult learners opportunity to study while working. They promote the educational equality, because with the help of new technologies the learner can choose the time, the place, the rhythm and the cognitive profile. New technologies have an important place in organizations, as we saw in France Telecom. They have created a learning organization with the help of internal Intranet. Intranet helps them to communicate effectively, it permits all the workers just in time learning, flexibility in training. So Intranet makes France Telecom a rich learning environment. The use of new technology within education can be dangerous because learning processes can become too individualized, so that the learner has only interaction with machines and no feedback and communication with teacher and other learners. Tutoring and social aspects of learning are needed. With new technologies the interaction usually is limited to verbal communication. Some learners miss also the nonverbal communication. Perhaps in the future when the use of videoconference has increased, the multimedia learning can fulfill more the different needs. Media are very helpful tools to use in learning but not for all subjects: Teachers have to know when it is relevant to use them or not. Therefore it is important to research the pedagogical aspects of new technologies and develop theories and practical guidelines to teachers and tutors. International Program on Adult Education Université Paul Valéry Montpellier Intercultural group 3: Tom Jansseune (B), Veerle Dupont (B), Miia Lehtonen (F), Esther Booltink (N) INTERCULTURAL GROUP PAPER Week 15-19 February 1999 Introduction: structure and bordering Introduction: structure and bordering This paper is the result of an intercultural groupwork considering the first module of the program: new technologies and information. The topics discussed in the following text are a selection we made on the content (theory and practice) that was treated this week in courses and field visit . To structure our thoughts we designed a general scheme as a frame to overlook the complex field of new technologies in education. Like, P. Thomas said that there’s a revolutionary change in the situation with the introduction of new technologies (from the teacher-learner situation towards a more complex situation) we start thinking about what the new situation looks like, which components are involved and which problems raised. The result is a situation with much more components and linked with this much more questions. We tried to make clear the different components and links between those components in this field as a way to reflect on some topics, discussing points and problems, ------ FIGURE ------- To make this figure clear we’ll explain shortly the main components and symbols used. The basic starting point is that you have to be aware of your own view on this issue of new technology. To leave our view and overlook the different components with their own views and problems, When discussing about education and new technologies you have to be aware that there are different points of view from which you can start. The components, which play a role in the whole discussion, are the following:
In this paper we decided to work out the components "expert" and "learner" and links between them and other components because our role in this program as a learner but also as an adult educator (professional side). We will only shortly say something about society and policy. But those two components can become clear when linked with other modules (in the future). We decided not to talk about the media themselves, only about the link towards it from other components. Between the components mentioned above, we draw influence-lines. The stars you can notice on the figure stands for the places where an adult educator can play a role, facilitate the link system. 1. Society We live in a postmodern, individualized society. One possible danger is the danger of fragmentation. The new technology has the possibility of bringing people closer to each other, but incorporates also the negative characteristic that it can build walls between people. Because new technology has the tendency to force itself to everybody. Nobody can act like it doesn’t exist. People don’t have the choice between participating or not in the new technology. Example: It becomes more and more difficult to do your banking in a bank. Some groups of people have serious difficulties to work with the new technology, like older people and lower educated people. It isn’t easy, and not always the right solution to teach these people to work with new technology. This means that there will be two kinds of people in society: people who can work with new technology and people who can’t. 2, The learner The social aspect of learning In self-directed learning, the social aspect of learning is often missing. Through shatting and e-mail, there can be interaction, but this kind of interaction is different form face-to-face interaction. The interaction is artificial, and the learner must have the right skills for it. In the most extreme case, the case of 100% self-learning, there is a danger that the learner has no oppurtunities to develop communication skills for real life. Of course, there is no such danger if there is a balance between self-directed and social-learning. This comment must be taken into account for further issues mentioned bellow. Another "danger" involved with self-learning is that learners don’t get any impulses to question their own perspective/point of view. Because it is more difficult to have "deep" interaction. Without this, a learner doesn’t get in contact with different points of view. We think this is dangerous in a period of growing intolerance. Motivation Sometimes the learners are already motivated, other times they aren’t motivated, and need to be motivated to insure successful learning. Example: In some European countries unemployed people who are forced to learn. The question we have asked ourselves is how the organisation of the learning can improve the motivation. Adults have very personal needs and they often want to learn fast and they want that the content is related to real-life. The program must be clear in explaining what it is offering and which results can/will be obtained. Because internal motivation is stronger than external motivation, it can be a task of the educator to transform the external motivation into internal motivation. This can be done by stressing on the advantages of what is going to be learned and by take the fear towards the new technologies away. It is known that people often are afraid of changes, especially in a society where everything goes fast. In this high speed developing society, people are obliged to adapt new skills to prevent not being excluded. Because ignorance is an obstacle to learning, it is also important to give clear, objective information to the learner. Because there is a lack of positive information about using and advantages of new technologies it would be good to evaluate the whole new technology world at every aspect so it will be possible to provide more motivating information. Also providing certification at the end of a learning program can be a motivating aspect that has to taken in mind. Because the learningprogram is individualized, also the certification must be so. So we can play a role as adult educator in taking the obstacles (as fear and ignorance) away in between the learner and media. One can wonder what else is needed, when fear and ignorance is taken away and when people are motivated, to learn with new technology. New skills New skills are required to work fluently a learning program with new technologies. By this we mean self-directive skills. The learner must become his own tutor, set his goals, and evaluate himself, The problem is that most learners need external & social feedback. The new technologies can provide feedback, but this kind of feedback is limited. The feedback is often standardized. People need "social" feedback, with a personal (and affective) dimension. Human beings are social beings. This can be compared with the difference between a telephone call en a normal conversation. There is a difference, the physical appearance is important. The feedback that can be obtained from a computer is cold and objective. Personal and social feedback can’t be replaced. The learner must learn to make a distinction between garbage and "good" information. Personalization and destandardization We see this as the most positive aspect in learning with new media. The following possibilities are very interesting for the learner:
The obtained flexibility is especially important for certain groups. (Example: working mothers.) Note: The characteristics of the new model aren’t that new. Already in the seventies in the Freinet and Montessori schools children are learning at their own pace, and they can select their own subjects and media. The children set their own learninggoals and design their own program.
During this module we’ve had the possibility to be in the point of view of the learner, besides our focus as future adult educators. From this learner point of view we have had the advantage to experience with characteristics of a learnerprogram facilitate the learning. From these experiences we could derive some global suggestions toward global criteria that should be used by designers (Clark & Nelson). Notice that we only mention the global criteria and our own experiences.
Towards individualised Paper for the module on Information Technology and Training February 1999 - Montpellier Outi Aitio Summary Starting from the question "What is learning?" we bumped into individualised and self-directed learning. We comment on these concepts from the point of new technology. Can they be reached and only be reached by new technologies? Reading the received texts and following the different courses during the module, we came to the fundamental question: "What is meant by learning in adult education?". We heard a lot about themes as interactive learning, participation, active thinking, distance education, intellectual engagement, controlling the learningprocess, It seemed as if the final purpose of all these terms wasn't clearly expressed. We lost the true meaning of these methods and use of new technologies. Especially the constructuvism and Piaget gave us a satisfying answer. They say that knowledge is built in an active way by the learner him/herself. The learner takes the responsibility to construct meaning actively. This explains that people differ from each other with regard to their learningstyles. Everyone has his own way of thinking and identifies himself more easily with one or more learningstrategies. Someone feels him/herself more comfortable learning from a book, while another person prefers an interactive medium like for example CD-ROM. This theory of the constructivists also makes it clear that people can have personal aims that they want to reach through learning. According to this, we feel the need for the pedagogical system to connect with these ideas. Our intercultural group therefor stresses the attitudes represented by individualised and self-directed learning. Let us, first of all, explain what these concepts exactly mean for us. By individualised learning we refer to the educational settings in which the characteristics of the learners are taken into account. Different media and strategies are used, according to the preferences of the participants. The first step of self-directed learning is defining his own learningneeds. The second step involves the actual learning. On the one hand he resolves the existing need by for example following a program. On the other hand he gets to know the most sufficient way for him to learn things. Neither of these two attitudes is a goal on itself. They both are a tool towards more productive and deeper learning. They can exist separate from each other. One may for example be very autonomous in choosing his goals, but not be aware of the best fitting pedagogical strategy. It may be clear that these attitudes cover a wide range of degrees of fulfillment. It isn’t necessary for someone to reach the highest possible level in the range. Different skills are required to obtain a certain level. Not everybody possesses and should possess the necessary abilities to reach a higher level. It’s up to the teacher to get to know the level of the learner and to take it into account. The teacher should adapt his involvement to the abilities of the learner so that it facilitates his or her learningprocess. He plays the role of being their guide, not being the all-knowing expert. To clarify the difference with the common meaning of teacher, we therefor suggest the term of studentassistant. This studentassistant must stimulate them to search for and define their needs. He helps the adults to find the best way to fulfill their needs, based upon their personal characteristics. By doing this, the assistant tries to make himself as much superfluous as possible and wanted by the adults. We see this concept of learning and the two involved attitudes expressed in the ideal of the learning organisation. In this kind of organisation the training manager fulfills the role of studentassistant. The strategy of teamwork is stressed in these organisations, as well as the horizontal structure in decisionmaking. We already mentioned that this concept, according to us, is an ideal one. The reality reveals another picture, as the field visit showed us. We thought that the concept Learning organization was used to show off. Only the trainingmanagers told their experiences, but no employee could be heard. Can’t we, in a learning organisation, learn from all the employees? It’s obvious that in this case practice lag behind theory. This isn’t hard to understand, because you don’t only need structural and technical changes to become a learning organisation. You, especially, have to create a new culture, a new way of thinking and organising, which takes some time and a lot of effort. Can this individualised and self-directed learning be reached and only be reached by new technologies? With new technologies we mean making use of Internet, keyboard colleges, online chat rooms, electronic bulletin boards, tele- and audioconferencing, CD-ROM, distance learning. At the contrary of this (computer) mediated learning, we put the oldfashioned, percentile learning in classrooms by books. With address to the question, these new media can realize learning like we defined it before. But a few comments have to be made! These media though are only an extension of the older, well-known strategies and resources. We want to stress that we don’t prefer one medium to the other. The choice of medium is dependent on what you teach, your goals and the public you teach (individualised training). The second comment we want to make refers to the application of these technologies. If you just put them into practice into the existing system, nothing will change. Everything depends on the attitude where it starts. Furthermore not everybody has access to this new media and technologies. We must pay attention to danger of a dual society with two speeds and evolution. These new technologies are developing very fast. We mustn’t forget that they are still in their childhood: often people have problems with surfing on the Internet, trainingsessions are confronted with occurring technical problems. There still has to be spent a lot of time and thinking on designing pedagogical well built programs. Teachers now still need to make a lot of preparation without being able to consult serious background and studies for it. Educational technologies shouldn’t be judged by the results they obtain. Because these results should be seen on the one hand as connected to the person and his needs. On the other hand the technologies must be seen in the light of the whole educational system. For example new technologies won’t change the fact that groups are too big and that there are too few teachers to guide them. We base our opinion on findings of Jonassen, Campbell and Davidsen that criticize both Clark and Kozma by stating that the question: Do media influence learning? Doesn’t have to be investigated by the results of technology. They assert that practitioners must explore the effects of cognition with media and technology. Until now we only talked about our comments on these new technologies. This doesn’t mean we cannot see the advantages hidden in them. We realize they are a tool to get our hands on a lot of information, all over the world. Communication between people all over the world is now possible much faster and more vivid than ever. Maybe the greatest advantage is the fact that this new media can simulate all the other media. Studies have proven learning to be deeper when using different media. The possibility of using these new technologies, related though with our concept of effective learning, could be an extra-motivation for some learners. We stress the fact though that the student should learn out of his free will. Nowadays it often appears that employees are obliged to follow certain courses if they want to keep their job. It’s clear that we can’t speak of individualised and self-directed learning then. Our intercultural group sees the possibilities of these new technologies. We hope the disadvantages will be solved in the light though of our opinion on efficient learning. We admit living in a knowledge society where the importance of knowledge and learning how to have access to it, can’t be put aside. Comment: - Question to P. Thomas: Have we fully understood the difference between individualised training and self-directed learning? - We realize the paper is too short. But we underestimated the time and space needed to write it. It takes some time getting used to the system we work in. 19 February 1999 Group 2 members : Anke Engling, Noe Blanco, Inger Osterlund-Oller, Cathy Camertijn Adult Education and new technology Module of P. Thomas During our intercultural group discussion we first talked about the philosophy behind the use of 'new technology'. In a second part we reflect one the use of these new technologies in adult education. I. PHILOSOPHY BEHIND NEW TECHNOLOGIES 1) Competitive strategies One philosophy behind the use of NT will has the consequence that the society will split up in one part who can require the new technologies and strategies in business and another part who have difficulties to build up the same thing. This evolution will increase the existing duality in the society and in the world because not everybody has the same access to these new technologies. For example the percentage of people who have access can vary from 5% to 50% off the people in one country (classdiscussion,18-02-1999). Organisations use new technologies in an educational meaning. But the goal is to become more powerful. For example France Telecom. The competition is increasing between the organisations. To take part in this competition the company has to follow the principle of life long learning. 2) Emancipatorical philosophy (a) The adult learner has to develop himself in an emancipatorical way and in the qualifications that he needs for his profession so that he will not fall from the society. It's also a way of forming your identity so that you develop your (critical) thinking, problem solving and decision making all of this he will learn through DIALOGE (see later) II NEW TECHNOLOGIES IN ADULT EDUCATION 1) GOAL New technologies are creating new needs and new functional illiterate people that need new qualifications and competencies. Besides people who can not read and write this evolution creates people who are illiterate in a technical sense. Our goal of adult education is that everybody should have the same opportunities. For example not everybody has the same opportunities to use Internet. So the system should be more democratic. To reach this goal the professional teachers for adult education have to make sure that everybody reach on one hand the basic level of this new qualifications for those who wants it. Another way to make it more democratic is to create public places were everybody can make use of these new technologies 2) MULTIMEDIA TRAINING a) Use Multimedia is only a tool which is complementing the pedagogical resources or thinking. If we only use multimedia it is a very narrow and poor pedagogical strategy. Because the traditional face-to-face teaching helps to develop other skills like dialogues and social competencies. Otherwise it would lead to social isolation and alienation. When we are dealing with NT there is two kinds of dialogues: One written dialogue using the email and the other discussing with the teacher. The dialogue part in learning is the main element in learning situations. Paulo Freire, an American pedagogue emancipator, has showed that the dialogue between teacher and learner is very important in learning situation. His point is that the participation in class is an important way of active critical thinking. The context of the learning situations has to refer to the daily life of the learners. This last element is very important if you are working with adults because they have lots of experience. Today the context is changing and we have to introduce NT in education system. Freire explains also that through this new way of dialogue people can develop their emancipatorial skills. This old principal can be adopted in the new learning situations today. The dialogue is very important when you are working in a group because you can reach higher level if everybody works in the same way. For example the dialogue in learning organisation is very important because it is a way of exchanging experiences and knowledge. In France Telecom Intranet we found it interesting that everybody can have access to it and the global system of the company is available. But how it actually works in the reality we have not seen. One way to transfer the knowledge in learning organisation is 'learning by doing' and for this NT is a tool. b) New Roles in Adult Education Teacher The traditional roles of teachers are changing and they get a broader field of teaching. Instead of bringing in the information of knowledge to the learner the informations are present in the NT. The trainer has to select the main information because there are a lot of data where you can get lost in. The teacher has to accompany the learner through the learning process to get to self-directed learning of the learner. For that the teacher has to master new skills for guiding, in making training Programs and exercise. The teacher is now a kind of film director who coordinates the whole process, he has to have a global vision of all the possibilities and know how to make the right combination for each individual. In this new learning situation the teacher must also be a learner in new technologies, and from that position he can transfer the new skills better. He also has to be a learner during the learning process. To get the learners attention the teacher should show the goals for the learning process and to bring the subject in an attractive way to the learners. You can compare it with the way of making an "advertisement". This is the main thing in the learning process. One kind of motivation is the know about the 'prerequisite' of the learners: before beginning the learning the teacher should find out the base of the learners. The other strategy could be that the teacher has to try to impress the learner. For example by showing a video. The third base for motivation can be the experience of the learner. If this experience could be transferred into the NT (pedagogical resources). The can on this base build up his course. Conclusion : It will be more difficult for a teacher because he has to acquire more skills in different fields (NT, teaching, social communications dialogue,...) Learners The most important skill to posses is to be able to work in a self directed way because the society and technology change very fast and the learner has to adapt himself all the time. But actually this self directed learning is not a starting point, there are a lot of skills the learner must possess before achieving this level and getting there can take a long time, especially for low educated people. *We have made a scheme of the previous text, but we will include it in the final paper because we didn’t have enough time to finish it completely. III OUR WORKING STRATEGY First, during the module, each of us will make her own summary and put down some ideas. Then on Thursday evening we will discuss it and try to put it in order. On Friday two of them will type the paper and hand it in. The rest have de occasion of reading it afterwards and make some comments for the final paper. Adult Education in Europe, Montpellier 1999 Karen Dereymaeker COMMUNICATION AND NEW TECHNOLOGIES Prof. Patrick Thomas Introduction The increased quantity of information and development technology (typical for the postmodern society we live in) have an effect on our lives in many different ways. Information technology (e.g. computer, Internet, CD-ROM, electronic mail, note boards) and different kind of media offer various applications for different sides of life. Those will offer various alternatives for example to communication, training and to education, and it is changing the nature of teaching and learning in all aspects of education. New technology has provided possibilities to answer many questions and challenges. It is connecting people and it helps us to break down national boundaries and to create international co-operation networks. This opens the possibility to cope with the plurality of society we live in. Information technology sets lots of requirements on individuals, and also for organisations and societies. Using new information technology may change individuals, organisation cultures and the whole of society. We may even have to change our legislation or prescribe new laws, and we maybe have to think over how to interpret the old ones. In this paper we would like to concentrate on individual, organisation and society points of views. We would like to point out some advantages and good things, but also some disadvantages and problems what computers and new information technologies will bring with them. We also try to take into consideration those requirements what new information technology sets to persons, trainers in organisations and to the whole society. At the end of this paper we will point out some questions and comments concerning this topic. We will not make a comparison between the use of new technologies in the different European countries we live in and this because of the following reasons. All of us have not enough experience to form a general opinion concerning the whole country and the different fields (school, university, and organisations) about the use of new technology to compare. Besides the use of new technologies, the advantages, disadvantages, demands, questions and thoughts are common for the different countries. Learner's point of view Some advantages for individuals are for example that there is no control or limitation of information on the Internet. The learner has the opportunity to get all the information he wants - normally without any restrictions accept he has to be registered and /or has to pay for the information. Everybody can put his information on the net. The work with the computer allows a person to organise himself so that he isn't obliged to remember so much and he is able to use his time to concentrate on more important matters. The learner can choose time and space to learn. He has more independence. He is not obliged to visit a class on a certain day, at a certain time, at a certain place. And he can also choose the parts he wants to learn. When talking about disadvantages, we can mention that the social and emotional aspect is missing. If adults come to a class offered from an institution for instance community adult education centres (the situation in Germany), they want to meet other people and talk with them or they want to have a drink together when the course is finished. The contact with the teacher is also reduced. The learner does not see the teacher and his acting. According to Vansteenwegen, every act of communication exists of two levels. The first level is the level of content (e.g. my glass is empty), the second is the level of connotation (fill my glass). When learning by distance, both the learner and teacher get only the content of the message, the information they send each other, but they do not get the connotation because the communication is reduced. Also others aspects of communication, such as the non-verbal aspects (eye contact, gestures) are missing. If the learner has some problems in learning, the teacher might not take notice because the learner just switches off the computer if something does not work. If he asks a question via e-mail, he might not get an answer because the teacher is somewhere else or there are some technical problems. The teacher also might have problems. The teacher must have knowledge not only about his subject, he also must have technical skills. In case he works in front of a class, sitting in front of a computer, the communication might be a problem. Learners do not listen to him because they are concentrating on the screen. If the teacher has some persons in his course who are afraid of using new technologies or simply do not want use them, he has the task to motivate them. At the moment there is too much irrelevant data on the Internet. If you want to work effectively, you need a broad knowledge already to get relevant information. New technology is not suitable to get knowledge about complex issues or to develop complex competencies. For instance you cannot learn philosophy by doing a multiple choice test in a courseware and if you search on the Internet because you want to know how society works, you always get a piece of data where you have to distillate the information out of it; but you never know if you got the most relevant data and because of this, you never know if you have a clear view of the whole. The problem is there's too much data on the net. This creates a difficulty to transform the data into information. Two things are required for this: first, the data have to be new for the learner and second, the learner must be able to recognize the data as a piece of a whole, which can take its place in a certain context. Therefore, the teacher must possess the skills to know what is important for the learner and what he or she can use to make connections with what he or she already knows. When only using new technology, the learner is not able to use different learning strategies. For example some people learn better if they write something down. It also has to be pointed that new technologies ask some demands on the learner: learners have to be self-directed, open-minded and have to possess competencies to be critical and reflective. According to Wildemeersch, critical reflectiveness is one of the aspects part of the social learning theory. This critical reflectiveness can also be experienced and developed by working in multicultural groups. From the organisational point of view New information technology and effective communication within the organisation advantages organisations and companies to develop their competitive ability and to manage to get a better position on the market. With the help of new technologies, companies have some precondition to develop towards learning organisations, where each employee has the chance to learn from the others. So everyone is an instructor or facilitator by himself. Another advantage of using new technology in organisations is that people can get access to information very fast. Open forms of communication are a typical aspect of learning organisations. Applied to the field visit of this module, at France Telecom, we saw a large amount of learning possibilities. Next to the technical and editorial resources at France Télécom, employers can also make use of pedagogical resources. Next to the full time teachers who usually teach in a percentile learning way and the part time trainers who give lectures and have experience in one field, the increase of learning by part time instructors seemed us a fruitful idea; because it’s a kind of apprenticeship where people learn on the working floor. Communication between employers is increasing in this way. Using new information technology in organisations will also cause some difficulties. New technology and the maintenance of it are quite expensive. Companies are investing large sums of money in computers and in salaries of technical staff, but still there are lots of people without any possibility to have the chance to use computers, and usually there is not enough technical support available. The training of employees to use new technology is also quite expensive. And if organisation have already made so large investments they naturally want to use those computers and all that new technology they have For example in learning organisations (link must be more clear= Using new technologies requires certain demands to organisations: training, materials and environments should not only be provided, but also be planned very carefully. This includes that the information should be offered in an interesting and inviting way, and there should be technical support before, during and after training sessions. A crucial part of deciding how to use technology and media in education is knowing the goals of education and finding out students learning needs. Another important aspect of deciding how to use technology and media in education lies in our ability to find the best technology and media for a given set of educational needs. All of us -and especially trainers, teachers and consults- have to possess the ability and desire to support people to use new information technology and to train people to use the new equipment. We also have to consider peoples different kind of need experiences and backgrounds. Society New technologies give us many choices and much freedom to make a choice. New technology provides possibilities to answer many questions and challenges, but it also creates problems next to the benefits. Using new information technologies may rise the level of education on one hand, but on the other hand it can also displace some people from society. It is dangerous to divide society into parts where some have access to education and others have not. Especially older people may feel uncomfortable to use information technology, because they may not have technical capabilities, or they may not understand the computer language, which usually is English. In opposition to the advantages of new technology to society, some people might feel themselves lost because of the quantity of information. For some people the principles of life-long learning bring along a lot of stress. When we all want to get the benefits from developed technology and its fruits, whole society should guarantee open access to new technology for all people. To obtain this goal, support is needed from every member of society; policy-makers have the possibilities to make this happen. We also should remember that computers and new technologies are just tools for us, not purposes on themselves. Comments
As a general conclusion we think that education must focus on the person as a whole (cognitive, social and emotional way). Module 1 Communication and New Technologies P. Thomas and M. Mahous
19.2.1999 There are People Behind the Computer Our group decided to approach the subject by reviewing on the other hand the opportunities that new technologies are offering and on the other hand the demands it creates for an individual. To state it in another way we can see the subject as a question of freedom and responsibility. This means that while technology is giving individuals new opportunities and more freedom to become more and more responsible of one’s decisions and action. What can new technology offer? It is clear that information and communication technology is making many dreams come true. People are less limited by time and space, people can learn on their own, new ways of teaching and learning are produced, etc. Technology also opens the doors of learning and knowledge to student who might otherwise be excluded due to geographical distance, economic disparity, and differences in linguistic and cultural backgrounds. There is great amount of expectations loaded for technology. What kind new skills are needed and what kind of new challenges technology brings along especially into the field of adult education? To manage and to succeed in information society people need skills to be self-regulated and self-directed. Self-oriented learning is based on meta-cognitive skills. By being aware of what and why you need or want, it is possible to lead your own learning and understand your own action. People are not self-directed automatically. It seems like people on an average are not aware of their own decisions and action. There appears to be lack of meta-cognitive awareness. What we can we do to improve the situation? Maybe teachers and educators should focus more on helping people to practice their meta-cognitive thinking. Maybe adult education as a science should develop methods to help adults to become more self-regulated. How to improve self-directiveness? To answer that question we have to understand better the nature of self-regulation. After a discussion we came to conclusion that it is not a permanent or a stable human feature. Sometimes a person wants to be directed even if in some other situation he or she is more self-directed. More likely independence in learning seems to be something that is possible choose more or less freely. It is important to notice that being self-directed does not mean not being allowed to need guidance. If you are aware of your goals and why you want to achieve them, you can decide to get proper guidance. To work independently it demands responsibility, but we all have experienced that even adult are not often ready take the given responsibility. Maybe that is because of lack of experience or the lack of meta-cognitive skills. Perhaps the best way to develop independent learning is to start practicing it with themes that learner has relative high level of experience. Later on the learner can step by step be more self-directed also in unfamiliar themes. Increase of independence and responsibility should be connected to availability of skills. The matter of self-directed learning is also related to way we see the idea of human. Are humans able to take the responsibility that is given? Are they willing to lead their own learning and their own life? Is it characteristic for human to desire freedom to choose or are they more willing to be supervised? The idea of human humanistic way to see a human being is more optimistic than for example constructivistic way. Our group wanted to raise a warning finger to point out the dangers that follow the new technology. It is clear that there occur many fears towards technology that are easy to handle and are not so important but then again there are dangers that we really should be aware of. For example, we should consider the affects of Internet, personal computes and virtual schools to social aspect of learning. It is impossible to have real dialog with a computer or with a learning program. Maybe it is not possible even when there is another person linked to your computer. We were considered about the people who learn only via computer. Isn’t there a danger that they loose something that is characteristic for a human being? Discussing through a computer is not so lively and rich as it is in human interaction in natural environment. For example in Finland, there already exist lots of young school-age people whose only friend is a computer and people who they can contact trough their PC. They spend all their free time sitting in front of their computer. This is leading to some serious problems. When one has no real social contacts one can never practise socials skills and human interaction. This can lead to alienation of social world in its natural meaning. We need to be connected to physical reality and not just to imaginary virtual reality 3 . We also have to be worried about the marginalization and the inequality of people. Although information and technology has become more and more available for all people, technological services are heavily focused in the advanced industrialised nations. And furthermore Đ the skills that are needed to use this technology is heavily focused for highly educated persons. Our conclusion is that Technology offers more opportunities but there is also lots of new problems to resolve.
MODULE 1 : INFORMATION TECHNOLOGY & TRAINING 1.1 Website Training & Development Website designs are for surfers/browsers and also for people who are willing to learn and are searching for a nice learning environment. The interface of a website has to be very logical. If you already have the need to learn, the interface of the web has to be very structured and there has to be an clear overview . The internet shows so much data that it should be very nice if there were some tools , which will help you with the search. Instead of the normal search-engines, like for instance Alta Vista, these tools should be more specific. Maybe search-engines should categorize data (science from rubbish). But this is a difficult question, because what we may see as rubbish, someone else may see as interesting. Maybe the learners should learn more skills . Search-engines should develop more specific search equipment and at the same time people should learn more skills . Now we arrive at the question : What are searching-skills ? Who is going to define these skills ? and who is responsible for the categorization of the websites ? Aren’t searching-skills basic dividing-skills, meaning that knowledge of synonyms is a dividing-skill, for instance. The information technology could be very important for Adult Education, but in different countries the basic-skills for using the computer differ, so when focussed on developing new information technology training-programmes for adults, you have to take adult traning-skills and knowledge of technology and the computer in consideration. As we stated in the beginning, the websites used for training purposes, should be neatly structured and easy to comprehend. 1.2 Information Technology in the Field of Education Information technology will evolve more and more in the field of education, because it will play an important role in the society of the future. There could be a new division between people, who have access to information technology and people who haven’t. The education place an important role in this presupposed divisions of have’s and have not’s. The education place an initial role in equalizing this difference, because it offers everyone the possibility to get acquainted with information technology . The presential model is integrated in the new model. The social aspect is still integrated in this new model. Objectives are the main focus and a good trainer decides on the objectives if multi-media should be used or not. If a trainer is working with low-educated people, then it will not always be relevant to work with complicated media, on the other hand this could be very usefull. Stating that the trainer is responsible for the right choice of media according to the objectives stated. In Adult Education, adults are supposed to have some basic skills concerning the use of computers. An aspect of Adult Education is that adults don’t need diploma’s to enter an education system.This means that not every adult has the required skills. Children will be adults in the future and it is very important that they will develop those basic skills. They should have for instance an « EDUCOMUNICATOR » ; a teacher that will give lessons in the use of computers and information concerning critical thinking about mass-media. Education at that age is still compulsory. If they become adults they’ll already have there basic skills. The « educomunicator » give lessons in : 1) basic skills, informatics and also 2) critical thinking. These subjects should have to lead to self-directed learning ; so the childrens will get acquainted to the skills they needed to be self-directed . Adult learning is different from children’s learning, it presupposes « knowledge of yourself ». Self-directed learning implies responsibility. In primairy education children needs the « educomunicator » as the « responsibility » for helping them to learn to be self-directed. When those children are adults they are already acquainted with the subject of « self-directed learning ». This is important because Adult Education often presupposes a form of self-directed motivation. Another reason, thats will support this opinion, is that teaching children basic media skills is easier, they learn faster. 1.3 Analyzing Self-Directed Instruction in France Telecom « Democracy in the bussiness will evolve with the use of intranet » With the decentralisation of the company the intranet is a good tool for communication. The trainer- teams of France Telecom are not divided in regions, but in teams of expertise. On primary basis the intranet was used as a tool for communication and then they expanded and used this intranet as a training device, in that sense, that they use resources from the intranet, « framework of training » to create their training. Does France Telecom use intranet to create needs, fulfil needs ? Do they use the intranet as Distance Education ? No, for so far we know ! We see their intranet as a data-device, that can be used as a resource and when mixed (created) whit pedagogical models, you’ll have a training and then you can speak of Distance Education, but not now! 1.4 Questions Is the intranet a tool for more democracy in the company? *Relations between the employers are more levelled, because the information flow is accessable to all employers. So the hierarchial structure of the company will be less. *Is intranet really a subject of democracy ? Participation is important for democracy in a company. Not computer systems that deliver data, but then again this might be a facilitating tool for democracy. It would be nice to get some information about the process of education of employers in France Telecom. How does its actually work. Is the focus going from off-the-job training to on-the-job training, because more responsibility of continuing training of employers is rested on first line managers. The amount of partime instructors working on the work place is growing, is it therefore that intranet is seen as a training device and not merely as a communication tool.
Communication and new technology Group 9 - Bart, Melissa, Mira and Anna Contents : 1. Introduction 1. Introduction In this paper we want to start from what we have seen and experienced about the use of new technologies for education. We will try to put our experiences and our ideas about that in a broader context. We think it is important to see that the phenomena and technologies we have seen in concrete situations fit in a general development of a learning society. Life long learning is becoming very important in many aspects of our society. Now we want to try to find out if new technologies are necessary, or maybe the only alternative today to build up an effective learning program from the learners point of view. 2. New model 2.1 Descriptions and definitions To explain that the new model is not the same as new technology we have some definitions. New model: It is a learning environment. The objective is making the learner interact with the knowledge. Learner has possibility to choose own learning program. "Teachers" role is to help the student to find his own way to learn. Old model: Teachers role is to give information to students. Students are listening passively. Curriculum is made already. Information technologies: Information technologies are tools and techniques, which helps people to plan and develop information systems. Equipment, software, databases, communication connections and client-servers are examples of information technology. Information technologies gives tools to process and transfer data automatically. People also have to have tools to use information technologies before it can be helpful. Information technology is not same as the new model. New technology is just a tool which can be used in the new model, but is not inherent to it. So the new model is broader as a technique and it includes whole range of strategies to organize the learning process. 2.2 Advantages/possibilities With the new model organisations have the possibility to react quickly in the market. When workers cooperate in small groups they will be more effectively. It helps the organisation learn all the time. New technology gives organisations the possibility to work with the new model . Distance learning for instance makes it possible to work all over the country and people have more freedom. Workers can have contact with each other and they also can ask help from experts, when they need. 2.3 Disadvantages/constraints The new model gives many new possibilities to use information technology with effective learning, but also brings challenges and problems. Information technology gives too much data and it’s going to be more difficult to select important data. People need more help by choosing information. Counselling and tutoring will be more important in the future. People will also have too much expectation about new technology and they may be disappointed by its possibilities. People need encouragement when using new equipments. New technology is also challenging itself. It has to develop all the time; year 2000 may be the next big challenge. It is also not possible to put all information on the internet, because information needs its context. New information will soon be old information, so people have to keep up with new technologies all the time. There may be a lack of good experts. Something else which you cannot learn on-line or with multimedia is how to behave in a social way. Neither can emotional skills be practised. Thus, the new information technologies are maybe practical to teach cognitive skills, but are very constrained for other skills. 2.4 Learning organization New technologies seem to fit quite well into the concept of the Learning Organization. Organizations constantly have to react on a changing environment which means that workers should be helped to be creative and innovative, and new tools can be useful to reach this goal, as they permit a process of constant learning as well in the company as on distance. In this week we visited France telecom, which is an example about a learning organization. Workers will be able to work at distance and in their team there can be experts from other departments. This way the whole organization is able to react quickly in a market, because of the strong interrelationship between the departments. An efficient stream of information also makes it possible to change organizational strategies if necessary. However, In France telecom, we just heard one side of the story about the learning organisation. So it is not sure if it really work that well because we didn’t have the possibility to meet any workers. So, maybe there still can be quite some problems in this kind of a learning organization. For example with work and spare time/family there could be many conflicts, that we didn’t hear about. 2.5 Conclusion We think that the right question is NOT: "What multimedia or information technology can be used for teaching this content", but: "What media (in general) shall we use for teaching this content ". Multimedia and information technology can have enormous advantages over the more traditional media such as books, blackboards, …Sometimes, however, a book is much more useful than a computer. Books are linear while the newest information technology is based on hypertext (non-linear). Hypertexts have got a lot of advantages, but it is difficult to get a good overview on the content of such websites. Another advantage of books is that people can learn how to structure texts by marking, subtitling,… . When you work with for example text on the internet, everything is already prestructured. Multimedia and new information technologies certainly fit in the idea that the starting point must be the learner, but also more conventional media and teaching methods can fit into this idea. So, classical and presentational courses can also be arranged in such a way that they fit into the new model. The British university system for example is based on much more distance learning, paper writing, … . The Finish university system works differently, but there is also a lot of academic freedom in choosing subject matters, an idea that is also close to the new model. However in none of these systems new information technologies are inherent. Another example of this new model without the necessary use of these technologies is the Belgian university system, where the students work in projects. On the other hand, multimedia and new technologies can also be used in an ‘old’ way. For example the quiz to practise English grammar and vocabulary we found on the internet (www.eslcafe.com) is, in our opinion such an example for there is no feedback (no explanation) when you have chosen the wrong answer. At least you can say that information technology here isn’t used in all its capacities, because the same things could be done on a sheet of paper. So, because of what we have seen on the internet, on the applications of some multimedia, we think there is no necessary link between the new model and the information technologies, although they can of course often be used to fit in the new model as some applications in France Telecom showed us. Thus, what media you use depends on the purpose, the target group, the content, the preferences and of course the availability of certain media, and NOT the other way around. But even when you think of having chosen the right media, you should also use it to the capacities it’s designed for, otherwise it makes no sense using new technologies 3. Learning society 3.1 Life long learning/distance learning/self learning In post-modern times, the term of life long learning has gained significant importance as part of the so called learning society. Finishing university or any other form of higher education just isn’t enough anymore to be sufficiently skilled for the labour market. Permanent schooling has become a prerequisite for functioning in our society. However, life long learning is very often conceived as narrower "permanent vocational training". Due to the neo-liberal system, companies have to provide permanent training for their employees in order not to lose the competition with other companies in a world where "change" is the only certainty. To help companies face this challenge, information technologies are often very useful. So, for example on-line distance learning facilitates the learning process and makes self-learning easier. If we look at the concepts we just mentioned (life long learning, distance learning and self learning), we can see that nowadays their philosophy is to take the learner as a starting point. Information technology should be adapted to the learner, the learner must be able to work at his own pace, and last but not least the learner should be self-motivated… . The whole idea of self learning as a part of life long learning can be seen as a positive evolution, but maybe the question is rather: "Are learners always self-motivated?" In many cases employees can be put under high pressure to always learn more and more, even at nights and on weekends, if they don’t want to fall out of the labour market. Before, competition used to be between products of different companies, while nowadays competition is more and more taking place between human capital within the same company and between different companies. Lifelong learning, self learning and distance learning as well as the information technology linked to them, conceived in this way may not only serve the learners needs but rather serve an other purpose, that is to win competition. This critic looks very obvious, but what we want to express is that information technology may adapt itself to the learners needs in a technical sense, but on a more fundamental level we want to question if it’s the information technology which adapts itself to the learner or the other way around. To put the problem in another way, we can look at the next paragraph. 3.2 Finnish example New technology is used a lot in Finland. Education centers have changed a lot in recent years. They are more open nowadays and learners have to be more self-directed, but they also need to have skills to use new technology. New technology has given many possibilities to learn/work at distance. Also people in the countryside can take part of many courses, thanks to this. But it has also brought problems. In Finland there was an economical depression (1990-1996) and many people lost their jobs. Open learning centers were built for people who already had some skills to use new technology. But this new situation is not without danger. It is creating a dual society: those who are highly educated will be able to learn more and more and others are going to be outsiders, because they don’t have the necessary skills to update themselves. Also in finish labour market there will be a lack of experts and at the same time there will be lowly educated people without work. Have computers taken people’s places in the labour market? 3.3 Conclusion Do new technologies rather serve the learner’s needs or do they serve the system’s needs? Maybe this should remain an open question, as it is not the technology itself which decides what to serve. Information technologies certainly can be applied in a way to serve a system of competition between organizations as well individuals, but it can also be applied in a very positive way, like there are also lots of applications for disabled people which make it possible for them to learn new things and to express themselves better. 4. General conclusion: It is not our intention here to repeat what has been said already, rather would we like to conclude with a cultural aspect of new technologies (this also to show the relativity of the stances taken in our own paper). In Finland young people are even more open and enthusiastic for the possibilities new technology offers than people from other countries. This may be due to the fact that people in Finland live scattered and new technology offers them whole new possibility to communicate with each other. In countries where this is not the case communication media may still be very important, but not so important as in Finland.
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