Eugen Noveanu

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Eugen Noveanu

• THE INTERNET
• AND
• THE CHANGING EDUCATION PARADIGM

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Steps of evidence and reasoning

• Starting points
• Knowledge Economy Index (WB).
• National technological learning.
• Basics
• I. INTERNET Learning Activity Types (A,B).
• II. The Changing Paradigm (Constructivism.
  Learner-centered educational process).
• Relevant points
• Intersection aria analysis. Where we are? SWOT?
• Implications for a new educational policy.

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WB Knowledge Economy Index
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• Should the WB develop some standard guidelines
  on ST assistance to client countries?
• (Soubbotina, T.P. Grouping Countries by
  National Models of Technological Learning.
  10.11.2005)

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Concept of National technological learning
National technological learning is the process
of creating or acquiring from foreign sources of
new ST knowledge skills, as well as adapting,
disseminating, and using those for improving the
technological structure of national production
and exports.
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Factors of National technological learning
ST learning capacity
ST learning opportunities

ST co-operation
Knowledge generation capacity
Knowledge absorption capacity
Licensing
RD
Internet
Education
Inward FDI
Capital imports
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INTERNET Telecomputing-Enhanced Learning
Activity Types

• A. COMMUNICATION
• Communication activities are those during which
  students interact with others online, either
  directly or indirectly.
• B.INQUIRY
• Inquiries are activities in which students gather
  and use information found online for educational
  teleresearch purposes.

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A. COMMUNICATION 4 categories

• 1. Interpersonal Exchanges -activities in which
  individuals talk electronically with other
  individuals, individuals talk with groups or
  groups talk with other groups __keypals,
• __group discussions,
• __virtual appearances/presentations,
• __question-and-answer activities,
• __telementoring (online mentoring),
• __and impersonations.

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A.Communication

• 2. Information Exchange - activities which
  involve students collecting, compiling, and
  comparing different types of interesting
  information
• __ information sharing,
• __ information comparison/contrast,
• __ information building/organization,
• __ data pooling (including data analysis).

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A.Communication

• 3. Works Experiences Exchanges help students to
  share their texts, images, soundtracks,
  multimedia creations and/or experiences virtually
  with others
• __ virtual galleries/exhibits,
• __ virtual displays (smaller-scale than virtual
• galleries or exhibits),
• __ virtual publications (e.g., enzines,
  electronic
• newspapers, blogs),
• __ virtual lessons,
• __ virtual visits (telefieldtrips and online
• expeditions).

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A.Communication

• 4. Strategies Exchanges - activities in which
  students are involved in some type of cooperative
  or collaborative problem solving, and are
  attending to their own and others problem
  solving processes as part of their learning
• __ parallel problem-solving,
• __ joint problem-solving,
• __ serial creating (e.g., progressive stories),
• __ peer feedback (peer editing or writers
• workshop online),
• __ simulation.

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B.INQUIRY

• Inquiries are activities in which students gather
  and use information found online for one or more
  of the following four educational research
  purposes.
• 1. Information Comprehension activities are those
  in which students use information available
  online to help them to understand more about a
  curriculum-related topic.
• __ topic exploration (e.g., Lets see what I can
  learn about __________.),
• __ question investigation (using online
  information to help answer a question).

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B.INQUIRY

• 2. Information Reframing activities are those in
  which students combine and/or
• evaluate multiple sources and/or types of
  information about a topic
• __ information synthesis (e.g., a literature
• review),
• __ perspective comparison/contrast (e.g.,
• comparing different platforms).

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B. INQUIRY

• 3. Information Application activities are those
  during which students use information accessed
  online to solve problems or persuade others
• __ problem-based inquiry,
• __ position preparation (e.g., preparing for a
  debate or social action project).

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B. INQUIRY

• 4. Information Creation activities are those
  during which students use online tools to
  generate data, the analysis of which helps them
  to understand a topic
• __ data collection (e.g., creating and gathering
  results from an online survey),
• __ device operation (e.g., using a
  remotely-located robotic device).

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What types of activity?

• A. Communication
• communication, group discussions, sharing
• information, information comparison/building/
• organization, exchanging experiences, virtual
• publications/lessons/visits, parallel or joint
• problem-solving, peer feedback, simulation,
  mentoring,

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• B. Inquiry
• topic exploration, question investigation (for
• understanding, enlarging knowledge),
• information synthesis,
• information analysis/comparison/ evaluation,
• problem-based inquiry,
• position preparation,
• data collection,
• using ITC tools

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II. The Changing Paradigm

• Competence-based Curriculum.
• Constructivism.
• Learner-centered ed. process.

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B. Constructivism a psychological theory that
construes learning as an building process by
active learners interacting with the physical and
social world

• Principles of learning derived from
  constructivism
• Learning is an active process in which the
  learner uses sensory input and constructs meaning
  out of it, people learn to learn as they learn.
• Learning consists both of constructing meaning
  and constructing systems of meaning.
• Physical actions and hands on experience may be
  necessary for learning, especially for children,
  but is not sufficient we need to provide
  activities which engage the mind as well as the
  hand (reflective activity),
• Learning involves language the language that we
  use influences our learning.

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cont

• 5. Learning is a social activity our learning
  is intimately associated with our connection with
  other human beings, our teacher, our peers, our
  family, as well as casual acquaintances.
• 6. Learning is contextual we learn in
  relationship to what else we know, what we
  believe, our prejudices and our fears.
• 7. One needs knowledge to learn it is not
  possible to absorb new knowledge without having
  some structure developed from previous knowledge
  to build on.
• 8. Learning is not instantaneous it takes time
  to learn. For significant learning we need to
  revisit ideas, ponder them, try them out, play
  with them, and use them.
• 9. The key component to learning is motivation.

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Constructivist learning environments (CLE)
eight characteristics

• 1. CLE provide multiple representations of
  reality.
• 2. Multiple representations avoid
  oversimplification and represent the complexity
  of the real world.
• 3. CLE emphasize knowledge construction inserted
  of knowledge reproduction.
• 4. CLE emphasize authentic tasks in a meaningful
  context rather than abstract instruction out of
  context.
• 5. CLE provide learning environments such as
  real-world settings or case-based learning
  instead of predetermined sequences of
  instruction.
• 6. CLE encourage thoughtful reflection on
  experience.
• 7. CLE enable context- and content- dependent
  knowledge construction.
• 8. CLE enable collaborative construction of
  knowledge through social negotiation, not
  competition among learners for recognition."

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C. Learner-Centered Psychological Principles A
Framework for School Redesign and Reform
Revision, prepared by a Work Group of the
American Psychological Association's Board of
Educational Affairs

• Cognitive and Metacognitive Factors
• 1. Nature of the learning process
• 2. Goals of the learning process
• 3. Construction of knowledge
• 4. Strategic thinking
• 5. Thinking about thinking
• 6. Context of learning
• Motivational and Affective Factors
• 7. Motivational and emotional influences on
  learning
• 8. Intrinsic motivation to learn
• 9. Effects of motivation on effort

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cont

• Developmental and Social
• 10. Developmental influences on learning
• 11. Social influences on learning
• Individual Differences
• 12. Individual difference in learning
• 13. Learning and diversity
• 14. Standards and assessment

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INTERSECTIONS

• SCHOOL CURRICULUM
• (CONTENT, AIMS, TIME)
• TEACHING/LEARNING
• ACTIVITY

• ICT
• INTERNET

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INTERNET ACTIVITY

• A. Communication
• communication, group discussions, sharing
  information, information comparison/building/organ
  ization, exchanging experiences, virtual
  publications/ lessons/ visits, parallel or joint
  problem-solving, peer feedback, simulation,
  mentoring,
• B. Inquiry
• topic exploration, question investigation (for
  understanding, enlarging knowledge),
• information synthesis,
• information analysis/comparison/ evaluation,
• problem-based inquiry,
• position preparation,
• data collection/search,

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Understanding Where We Are

• Strengths
• 1. SEI
• 2.
• 3.
• Opportunities
• 1. AEL
• 2. Student motivation
• 3.

• Weaknesses
• 1. Curricular TIME
• 2. Lack of expertise
• 3.
• Threats
• 1. Economic factors
• 2. Instability/lack of
• Educational policy

.
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SOME IMPLICATIONS/NEEDS

• 1. At curricular level aims, content, time
• 
  transdisciplinaire objectifs
• 2. Development of new teaching/learning models,
  using the ICT opportunities
• 3. New concepts /strategies for pre-service and
  in-service teacher training
• 4. Experimental research to validate strategies
  and tools.
• NB! Educational Reform a) finality,
• b) content /process,
• c) infrastructure

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Crystals of ST Learning -graphical/statistical
illustrations
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6 models of national technological learning

• Traditionalist slow learning,
• Passive FDI-dependent,
• Active FDI-dependent,
• Autonomous,
• Creative-isolated,
• Creative-cooperative.

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Traditionalist slow ST learning

• Relying mostly on traditional technologies,
• low ST learning capacity,
• minimal ST learning opportunities,
• low international competitiveness,
• high risk of further economic marginalization,
• most urgent need of international ST
  assistance.

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Creative-isolated ST learning

• High ST learning capacity, but unfavorable
  international environment or isolationism,
• limited opportunities for ST learning from
  foreign sources,
• aspiring to produce most of the needed
  technologies inside the country,
• low international competitiveness of high-tech
  industries,
• high risk of lagging further behind in
  technological and economic development.

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Rules of national technological learning

• National ST learning requires a certain
  minimal stock of human capital and a favorable
  economic institutional learning environment.
• Government ST policies and international aid
  should target both prerequisites.
• Different models of ST learning can be also
  seen as consecutive stages in the same countrys
  development (crystals are growing from 9 a.m.
  to 6 p.m.).
• But there are some policy choices, e.g. active
  FDI-dependent vs. autonomous and
  creative-isolated strategies.
• The higher a countrys underlying ST capacity,
  the broader its choice of ST learning
  strategies.

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Tree of national technological learning
Human capital accumulation
Creative-cooperative
Autonomous
Creative- isolated
Active FDI-dependent
Aid supported
Passive FDI-dependent
Slow learning
Time
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Prioritization Table of Policies for
Transitioning from Non-learning Traditionalism to
Passive/Active FDI-dependent ST Learning
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Prioritization Table of Policies for
Transitioning from Passive to Active
FDI-dependent ST Learning
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How to help the majority of slow-learning
countries?

• What should be the main features of
  international aid-supported ST learning?
• What can be learned from previous international
  aid projects with ST components?
• What should be the role of the World Bank in
  these countries?

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The advantages of ST Learning Models approach

• compared to any ST capacity indices are that it
  
• Looks forward, helps predict future difficulties,
• Allows for diversity of learning paths,
• Underlines the importance of policy choices made
  by developing countries themselves.