1© VCILT 020604

Pr. Alain Senteni, University of Mauritius © VCILT [02/06/04]

From traditional to Technology-Enhanced Education & e-Learning,

the teacher as a divided self

CMCP intro 16/06/04

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The teacher as a professional

{Perrenoud, 99}

The teacher as a reflexive practitioner

{Schon, 84} {Perrenoud, 99}

1

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Why DE ? Why e-Learning ?

Let’s now talk about the integration of ICT into T&L practices for capacity building

To remove time and distance constraint

To access ressources that are not available locally

To responsibilize and empower teachers/pupils on their own learning process/organisation

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Technology-enhanced education [TEE] builds up

educational (micro)-systems

linking virtual communities

and shared resources,

through technologies.

TEE, a systemic and evolutionary view of education

TEE adopts

a systemic view

of reflexive practices

thru’ instrument-mediated

learning activities

reflexive practitioners understanding the view they hold of the world and how this acts as a major influence on their

work

Technologies

Shared Resources

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[Self-Reliance] to act using the resources available locally

[Empowerment] to enable subjects to react immediately to changing circumstances by having access to decision-making.

[Interdependence] to obtain resources elsewhere in order to act, to mutualize [human] resources

[Asynchrony] to enable subjects to operate as quickly as possible, given local circumstances

[Reflexivity] to support critical thinking and creativity

[Commitment] to regulate social interaction, reciprocity and collaboration

Some TEE underlying principles to keep in mind [some rules for efficient educational ecologies ]

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Creating and

Organising

Technology-Enhanced

Educational Activity

(a successful story)

2

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Freely inspired from (Engestrom,87)

From a general perspective

new knowledge, new resources [Capacity, HR,

Technology, Publications]

SHAREDRESOURCES

Outcomes

Rules

[Tools]

Technologies

Community

Subject

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[ http://darwin.cyberscol.qc.ca ]

Example [1] “Le monde de Darwin”

a) Subject & Communityb) Rulesc) Technologiesd) Shared Resources

SHAREDRESOURCES

Rules

Technologies

Community

Subject

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(a) Darwin, subject & community

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• Science involves Social Commitment Scientists are socially responsible for the knowledge they

produce (facts, theories and technologies)

• Science is a Collective EndeavourScientific rigour emerges through exchanging between peer experts

• Scientific progress stems from questionsScientists do not only look for answers, they crave for good questions as unique tools to probe and decipher the real world

(b) Darwin, rules & basic principles

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responsibilitycommitment

rigorousthinking

cooperative learning

computer literacy

motivation

long-termedproject-based

learningfor transfer

situatedlearning

(b) Darwin, underlying principles

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(c) Darwin , instruments & technologies

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On-line support from «Atelier du Chercheur»

(c) Darwin , instruments & technologies

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(d) Darwin, resources

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Open Educational

Resources [OER] & non-

formal approaches

to lifelong learning

Example [2] OER

SHAREDRESOURCES

Rules

Technologies

Community

Subject

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QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture.

[community]

+ Proxies : close friends, but not so close with respect to geography

New knowledgeNew human resources

Capacity building - Skill acquisition - Value addition

[instrument] technologies

Derived from the Hands On (La main à la pâte ®) model

Ex [2] support framework for classroom reflexive activities

[resources]

+ Open Educational Resources

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[ Mutualized HRVCILT, Lamap,

NPCC, MIE]

Content experts

[Community]

Email Q&A

Email Q&A (relevant

questions)[instrument] WEBSITE

[Hands on model]Archive

Web site Moderators

[Shared Knowledge]

[instrument] LOR

Derived from the Hands On (La main à la pâte ®) model

Self-training user

Ex [2] support framework for classroom reflexive activities

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Tech

nolo

gy-E

nhan

ced

Lear

ning

@ V

CIL

T

[knowledge] Shared Contents & Resources[history-culture-heritage] homemade [coral reefs] inherited [endemic plants-sugar] homemade [Hands on-La main a la pate] [MIT-OCW] inherited

[methods] Pedagogy & Communication Strategiesreflexive practice, empowerment, creativity, innovation

[community]local, regional, international cooperation & partnership close friends, but not so close with respect to geography

Mauritius

Ex[3] Building Blocks

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3

Creating Technology-Enhanced Activities

(nitty-gritty business)

Creating Technology-Enhanced Activities

(nitty-gritty business)

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DESIGN

BUILD

TEST

DESIGN

BUILD

TEST

1. Structure content2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout

Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)

Few students debug a lotThe sooner, the better

1. Structure content2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout

Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)

Few students debug a lotThe sooner, the better

Pierre Dillenbourg, TECFA, University of Geneva, 2001

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dlkdjlkf liorjéljkfék lfirjl

kerjlk relkj flkjlfwèàeijrlkjehri

oih lik

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dlkdjlkf liorjéljkfék lfirjl

kerjlk relkj flkjlfwèàeijrlkjehri

oih lik

Ljhkhgk hgkjdh lkjhl jewhlkjrhg lkejhg oiuh kjoui ékiuélkjlkjjlkj lkjl

dlkdjlkf liorjéljkfék lfirjl

kerjlk relkj flkjlfwèàeijrlkjehri

oih lik

Ljhkhgk hgkjdh lkjhl jewhlkjrhg lkejhg oiuh kjoui ékiuélkjlkjjlkj lkjl

dlkdjlkf liorjéljkfék lfirjl

kerjlk relkj flkjlfwèàeijrlkjehri

oih lik

Ljhkhgk hgkjdh lkjhl jewhlkjrhg lkejhg oiuh kjoui ékiuélkjlkjjlkj lkjl

dlkdjlkf liorjéljkfék lfirjl

kerjlk relkj flkjlfwèàeijrlkjehri

oih lik

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dlkdjlkf liorjéljkfék lfirjl

kerjlk relkj flkjlfwèàeijrlkjehri

oih lik

Ljhkhgk hgkjdh lkjhl jewhlkjrhg lkejhg oiuh kjoui ékiuélkjlkjjlkj lkjl

dlkdjlkf liorjéljkfék lfirjl

kerjlk relkj flkjlfwèàeijrlkjehri

oih lik

Ljhkhgk hgkjdh lkjhl jewhlkjrhg lkejhg oiuh kjoui ékiuélkjlkjjlkj lkjl

dlkdjlkf liorjéljkfék lfirjl

kerjlk relkj flkjlfwèàeijrlkjehri

oih lik

Ljhkhgk hgkjdh lkjhl jewhlkjrhg lkejhg oiuh kjoui ékiuélkjlkjjlkj lkjl

dlkdjlkf liorjéljkfék lfirjl

kerjlk relkj flkjlfwèàeijrlkjehri

oih lik

Ljhkhgk hgkjdh lkjhl jewhlkjrhg lkejhg oiuh kjoui ékiuélkjlkjjlkj lkjl

dlkdjlkf liorjéljkfék lfirjl

kerjlk relkj flkjlfwèàeijrlkjehri

oih lik

Where is Geneva?

(a) In France

(b) In France

(c) In Switzerland

Lesson 1

Lesson 2

Lesson 3

Lesson 4

11

Structure content

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Lesson 1

Lesson 2

Lesson 3

Lesson 4

22

Introducti

on

Discovery

Consolid

ation

Applicatio

n

Transfer

Evaluation

Introducti

on

Discovery

Consolid

ation

Applicatio

n

Transfer

Evaluation

Introducti

on

Discovery

Consolid

ation

Applicatio

n

Transfer

Evaluation

Introducti

on

Discovery

Consolid

ation

Applicatio

n

Transfer

Evaluation

2. Activities

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Example of structure

1. Introduction2. Discovery phase3. Consolidation phase4. Application phase5. Synthesis

6. Evaluation

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1. Introduction– Explain concretely the objectives– Refresh prerequisites– Give context– Pre-activate cognitive structures– …

2. Discovery phase3. Consolidation phase4. Application phase5. Synthesis6. Evaluation

Example of structure

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1. Introduction2. Discovery phase

– Focus on the key idea– Use the group

3. Consolidation phase4. Application phase5. Synthesis

6. Evaluation

Example of structure

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1. Introduction2. Discovery phase3. Consolidation phase

• State definitions, principles, rules, …• Bring the complexity of real life…

4. Application phase5. Synthesis

6. Evaluation

Example of structure

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1. Introduction2. Discovery phase3. Consolidation phase4. Application phase

– Apply the knowledge to exercices, building cases, group problem solving,…

5. Synthesis

6. Evaluation

Example of structure

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1. Introduction2. Discovery phase3. Consolidation phase4. Application phase5. Synthesis

– Summary– Relate to similar topics– Post-structuring– Train transfer

6. Evaluation

Example of structure

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1. Introduction2. Discovery phase3. Consolidation phase4. Application phase5. Synthesis

6. Evaluation

Example of structure

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DESIGN

BUILD

TEST

DESIGN

BUILD

TEST

1. Structure content2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout

Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)

Few students debug a lotThe sooner, the better

1. Structure content2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout

Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)

Few students debug a lotThe sooner, the better

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12-3

5-64

7

10

8-9

10-11

12

UOM ON-LINE

3. Scenario

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Introducti

on

Case disc

ussion

Law & Theory

Case co

llecti

on

Case prese

ntation

Evaluation

5 x 9 h = 45 h

3. Scenario

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Welcome to DodoWear, the ultimate clothes producers for sucssess and hapiness on Mauritius!

You have recentrly been hired in our company, we would like to give you the best welcome in our company. Therefore, we prepared for you a first month of intensive training in which you will visit our different centers of activity. You will learn about each link in the global chain that goes from the consumer wishes to the consumer buying acts, though the design-make-sell process.

You are lucky: for your first visit, we would like to send you to Paris and Milano where companies forecast the wishes of tommorow!

…4. Communication Metaphor

Accessories

Marketing & Distribution

CustomersGarnment Production

Design

Fashion Centers

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Lesson1

Intro

Case1

Law

Lesson2

Lesson3

Forum

Students

Teacher

Glossar

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Hhj jhkjh kj éilkj lkjélkj élkj lkj élkj élkj élkjélkj lékkjélkjlk loi lkljlk jlkjl kjlkj lkjlk lléjlkjl élkj àlkljà élkjél élkjélkj lékjélk jélkjlkj

Kjhkjhkjhkjhk jhkjhk j by lékélkélkél

jhkjhkjhkjhdkjhkjhk lléjkhkjh jh kby oiuoiu

hgjhgjhgjg éljl kjl élikjélkj élk

jhkjhkjhkjhkjhkjh kjhé lkjh

.kj élkj élkjélkjélkj élkj jbj mhgk jh

ljlkjlkjlkà kljéklj élkj élkj élkj élk é élkjélkjékl élkjélk lkj ékl élk

??? Jkhkjh ljh kjhl kjhl jkh lkjhlk j

ART 34: iuiweuzo iui uhglwjh lkjhglkjhlkjh lkjshlkjh lkjh slkjh lksjhd lkjhsdlkjghlsdkj hglskjdh glkjsdhk iujoioli

ART 35: iuiweuzo iui uhglwjh lkjhglkjhlkjh lkjshlkjh lkjh slkjh lksjhd lkjhsdlkjghlsdkj hglskjdh glkjsdhk iujoioli

ART 57: iuiweuzo iui uhglwjh lkjhglkjhlkjh lkjshlkjh lkjh slkjh lksjhd lkjhsdlkjghlsdkj hglskjdh glkjsdhk iujoioli

ART 66: iuiweuzo iui uhglwjh lkjhglkjhlkjh lkjshlkjh lkjh slkjh lksjhd

LAW

CASE 7

DISCUSSION CASE 7

UOM

5. Page layout

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DESIGN

BUILD

TEST

DESIGN

BUILD

TEST

1. Structure content

2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout

Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)

Few students debug a lotThe sooner, the better

1. Structure content

2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout

Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)

Few students debug a lotThe sooner, the better

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????? Learning Activities ???

??? Learning Activities ???

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Fashion ModuleLession 1: Understand the role of design centers on fashion forecasting

(1) Select an image from a top-model fashion magazine

(2) Select an image from a ready-to-wear catalog

(3) Identify the style that bridges (1) and (2)

(4) Ask other students to map collection of images 1 and images 2

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Lesson1

Intro

Case1

Law

Lesson2

Lesson3

Forum

Students

Teacher

Glossar

Kjhkjhkjhkjhk jhkjhk j by lékélkélkél

jhkjhkjhkjhdkjhkjhk lléjkhkjh jh kby oiuoiu

hgjhgjhgjg éljl kjl élikjélkj élk

jhkjhkjhkjhkjhkjh kjhé lkjh

.kj élkj élkjélkjélkj élkj jbj mhgk jh

ljlkjlkjlkà kljéklj élkj élkj élkj élk é élkjélkjékl élkjélk lkj ékl élk

??? Jkhkjh ljh kjhl kjhl jkh lkjhlk j

Top Model

Design theme

UOM

Ready to Wear

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Case-based teaching:

knowledge in actioncontextualized learninggroup discussionlinks with hypertext (theory, law,..)

(see COW)

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AIDS: Case 1 AIDS: Case 2

Students in Geneva

Students in Beiruth

Students in Monastir

Students in Yaounde

Students in Geneva

Students in Beiruth

Students in Monastir

Students in Yaounde

www.universante.org

Diabetis: Case 1

Students in Geneva

Students in Beiruth

Students in Monastir

Students in Yaounde

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Problem-based learning

(1) Start from a problem(2) Define learning objectives(3) Work individually or in small groups towards

objectives(4) Debriefing with tutors

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3bis

The teacher as author How about using technology to prepare your e-learning course material?(a nitty-gritty activity)

The teacher as author How about using technology to prepare your e-learning course material?(a nitty-gritty activity)

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From e-Savoir (trace) to WIKI (static e-learning website)

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4

The teacher as visual designer

[more about metaphor, page layout, (visual) communication, navigation]

The teacher as visual designer

[more about metaphor, page layout, (visual) communication, navigation]

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La structure

Hypertext perspective

46© VCILT 020604« un assaut panoramique sur la perspective de la Renaissance »« un assaut panoramique sur la perspective de la Renaissance »

47© VCILT 020604

Pearblossom HighwayPearblossom Highway(David Hockney)David Hockney)

Pearblossom Highway offre un exemple du travail de recherche de Pearblossom Highway offre un exemple du travail de recherche de

Hockney sur la perspective. Hockney sur la perspective.

Inspiré par la façon dont les cubistes intègrent les points de vue Inspiré par la façon dont les cubistes intègrent les points de vue

multiples sur un même sujet, Hockney se permet « un assaut multiples sur un même sujet, Hockney se permet « un assaut

panoramique sur la perspective à point de fuite unique de la panoramique sur la perspective à point de fuite unique de la

Renaissance » dans lequel le foyer central d’attraction du regard est Renaissance » dans lequel le foyer central d’attraction du regard est

remplacé par un ensemble de points de fuites. remplacé par un ensemble de points de fuites.

Hypertext as the « Pearblossom Highway » of reflexive « Pearblossom Highway » of reflexive thinking thinking

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Communication & Hypertext

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Hypertext as a communication metaphor

• Le sens final d’une « communication » est le résultat de l’ensemble des commentaires sur cette communication

feedback

wholenessinteraction

• Une « communication » peut être totalement décrite par un hypertexte

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la pensée critique

Ceci est un hypertexte

Je crois qu’ il s’agit Je crois qu’ il s’agit juste d’un commentairejuste d’un commentaire

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« Ce qui est la supériorité de la raison critique est

le pouvoir de définir un ensemble par un

nouvel ensemble à définir, par un principe de

circularité infinie où chaque mot ne peut être

défini que par d’autres mots »

Roland Barthes

This reminds of Nelson’s definition of hypertext

image & pensée critique ?

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• Penser de manière critique, c’est « décider de façon raisonnable et réflexive quoi penser et quoi faire »

Pensée critique

Commentaire sur « pensée critique »

Rendre sa pensée réflexive, c’est ...

Commentaire sur le commentaire

Sans commentaire

Faut-il penseravant de réfléchir ?

Commentaire sur le commentaire sur le

commentaire...

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La structure

La cartographie (mapping)

www.cybergeography.org

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Meta, you said meta ?

Il est très difficile de conduire tout en regardant la carte

It is very hard to think while thinking that you think [ Il est très difficile de penser tout en pensant à quoi on pense ]

55© VCILT 020604

56© VCILT 020604

Visual rethorics

+ = ?

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http:// design.art.utexas.edu / projects/ miodrag / Spring99 / Sixmemos / main.html

6 Memos For The Next Millennium [Italo Calvino]

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?

exercise

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6 design principles for the new millenium

• Légéreté, Visibilité, Rapidité (Efficacité), • Exactitude, Multiplicité, Cohérence

• Lightness, Visibility, Quickness, Efficiency, Exactitude, Multiplicity, Consistancy

60© VCILT 020604exercise

Affordances

[ psychological foundation for efficient design ]

Pour enfoncer le clou, taper ici

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5The teacher as manager [About time and social management]

The teacher as manager [About time and social management]

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TEE classroom management

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Efficient patterns for better T & L in TEE

happy teaching(early XXth century)

1

?

confused teaching(late XXth century)

2

task x, project y

happy teaching with scenarios (early XXI century)

task z, project w3

communication&

social organisation

64© VCILT 020604

Teacher

Learner

Learner

Learner

Learner

On-line teaching

Learner Learner

Server

Hypermedia self-training

Distributed Models for TEE [classroom management]

Learner

Learner

Learner

Teacher

Learner

Distributed classroom

Learner

Task

Learner

Learner LearnerCommunity of practice

Learner

Server

TaskLearner

ServerServer

Performance support

Learners

High-tech classroom

Teacher

Resources

65© VCILT 020604

assisted self-training

e-Resources (courses, Kbasesoftware, tools)

Human Resources

E

EEE

E EE

Tea

cher

virtual classroom

EEE

E

EE

networked collaborative

training

E E

From face-to-face to purely online, different modes of communication, different modes of time & space management

Distributed Models for TEE [classroom management]

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• Time & Flow

CSCL, pedagogical scenarios & project-based pedagogy

Technology brings about reflexive practices

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a teama team

group group group

Animator

a scenarioa scenario{teamwork}

{individual work}

{learn to communicate}{communicate to learn}

a projecta project

P

P1 P2 P3

the teacher as creative manager...[1]

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PROJECT

group1

group2

P3group3

task analysis (collective)

the teacher as creative manager...[2]

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analysis

doc

doc

analysisdoc

analysisdoc

Group

Group

asynchronous

Group

task taskdoc docdoc

synchronous(group meeting)

scenario

anal

ysis

assi

gnm

ent

Example borrowed from project LEA (LIUM)the teacher as creative manager...[3]

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the teacher as creative manager...[4]

result after one cycle ? hum...

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asynch synch asynch synch asynch synch asynch synch

Step 1Analysis

Step 2Conception

Step 3Construction

Step 4Integration

positive feedback loop : steps and cycles

the teacher as happy Sysiphus [5]

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a few weeks later...[6]

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6The teacher as a (socio)-therapist

[ More about socio-constructivism or education as an activity system]

The teacher as a (socio)-therapist

[ More about socio-constructivism or education as an activity system]

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from a socio-constructivist perspective

SHAREDRESOURCES

Rules

Technologies

Community

Subject

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Subject &

Community

SHAREDRESOURCES

Rules

Technologies

Community

Subject

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Reflexivity is a crucial aspect of modernity, allowing people to consider and develop a critical viewpoint on the conditions of their actions

Structural reflexivity is about the projects of an actor considering the possibilities of changing « rules and resources » in a social process (e.g. education)

Self-reflexivity concerns the process where a social actor (e.g. teachers, rectors) considers his/her own social practice

Reflexivity applies to reflexive communities (e.g. schools, class, groups of teachers), it is not an individual process

Technology brings about reflexive practices [1]

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Computer mediates access to...

Communication

with peers,

friends, teachers,

tutors, experts…Resources

Information Databases

Online contents

Productions Activities

Knowledge Building

Technology brings about reflexive practices [2]

CSCL CSCW collaborative work

social activity

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Pedagogical Communication is about ...

skills

knowledge

resourcestime

partners

skills

knowledge

resourcestime

partnersSharing

Consuming

Acquiring

... a self-regulating process to be organized

commitments

commitments

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Tools

Rules

Subject Object

DivisionOf Labour

Outcome

Community

A systemic representation of an educational activity

minimal context to analyse the work of a pupil and make it meaningful

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whole - structure ? elements ?

static representation ?time - flow - causality ?

Pedagogical communication must be considered systemic

wholeness whole greater than the sum of the parts

feedback [circular causality] effect retroacts on the cause that

produced it.

interaction an element does not make much sense when isolated from its context

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individual cognitive

development

social interactions

Learning results from a spiral of causality

a given level of individual development allows

participation in social interactions which

produce new individual states which, in turn, make possible more sophisticated social

interaction and so on.

(Dillenbourg et al, 95)

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in conclusion...

SHAREDRESOURCES

Rules

Technologies

Community

Subject

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Empowerment

Self-Reliance

Interdependence

Commitment

Social Interaction

Shared Resources

rules

Some TEE underlying principles to keep in mind [the classroom as an efficient educational ecology ]

84© VCILT 020604

[Self-Reliance] to act using the resources available locally

[Empowerment] to enable subjects to react immediately to changing circumstances by having access to decision-making.

[Interdependence] to obtain resources elsewhere in order to act, to mutualize [human] resources

[Asynchrony] to enable subjects to operate as quickly as possible, given local circumstances

[Reflexivity] to support critical thinking and creativity

[Commitment] to regulate social interaction, reciprocity and collaboration

Some TEE underlying principles to keep in mind [some rules for efficient educational ecologies ]

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The ethics of educational communities arise from their educational nature

The aim of education is not to change the person but to change the person’s relation to the world

Empowerment, Self-Reliance, Interdependence, Asynchrony, Reflexivity and Commitment are the key factors to reconcile a culture of knowledge [product] with a culture of learning & development [process]

TEE principles [rules for educational ecologies]

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7The student as a creative writer: global replace « teacher » with « student »

The student as a creative writer: global replace « teacher » with « student »

What happened to the students ?

Where are the students ?

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Ex activitity

Construire ensemble un glossaire Construire ensemble une base de ressourcesHierarchiser cette base de ressourcesExpansive learning (analyser un projet, reifier les etapes,

quels outils ?,