© 2007 Cisco Systems, Inc. All rights reserved.Cisco PublicMichelle Selinger 1 You can't cross a chasm in two small jumps Dr Michelle Selinger Education.

© 2007 Cisco Systems, Inc. All rights reserved. Cisco PublicMichelle Selinger 1

You can't cross a chasm in two small jumps

Dr Michelle Selinger

Education Strategist

Cisco


Three parts

Chasms

Solutions

Caveats


Chasms

Between Informal and Formal Learning

Between Schools and Higher Education

Between Cultures and Economies


Chasms Between Informal and Formal Learning


Differences

The tools we learn with

The way we learn

With whom we learn



Non-Linear Approach

A B C D E F A

B

C

D

E

F

Linear

Non-linear

© 2007 Cisco Systems, Inc. All rights reserved. Cisco PublicMichelle Selinger 83 - 49

Daily Media Uses – the Netherlands


Informal learning

The real genius of organizations is the informal, impromptu, often inspired ways that real people solve real problems in ways that formal processes can’t anticipate. When you’re competing on knowledge, the name of the game is improvisation, not rote standardization

John Seeley Brown


Stasis

• Link with print among academic publishers

• VLE approach

• Lectures

• Standards


E-learning courses

Linear

Deterministic

Closed

Negative in feedback

McConnell, D (2006) E-learning Groups and Communities of Practice, OUP


Chasms Between School & Higher Education


TU Eindhoven


Assessment way out of alignment

SchoolsCoursework replaced by ‘controlled assessments’

Tests at 14, 16 and 18 focus on writing skills

No group assessment

UniversitiesVaried

Group

Peer assessment

ePortfolios

Online collaboration


Chasms Between North and South


Access

Linguistic

Technological


Pedagogical

Learning imperialism


Improving developing country HEIs & Providing OER & TNE

Alternative access to HE & Availability of technology

Peer review & Cultural relevance

Innovation and interactivity & Access

Quality & Cost


Solutions


What do employers want?

Percentage of jobs mentioning these skills

Technological fluency (81%)

Communication skills using technology (74%)

Collaboration, teamwork (36%)

Leadership (34%)

Creativity (22%)

AND … what shows up in the successful applicants?

People who are

Comfortable with cultural diversity

High Tech/ High touch (people who have work-life balance)

A sense of pride – excellence

David Thornburg, 2004


Attitudes and approaches in HE and FE sectors

E-learning technology developments e.g. JISC E-learning Programme

Portal technology

Volume of e-learning content from diverse sources e.g. JORUM

Skills and access to e-learning at institutional levels

What has changed


International Initiatives in Further & Higher education

Dominated by US & international print publishers

Digital content services & online aggregators emerging as important players e.g. Netlibrary

E-book formats use the metaphor of the printed book

Technology of reading online remains a constraint

Digital rights management not sufficiently developed for commercial use

E-textbook products focused on HE not FE

Different publishers serve FE and HE markets

JISC e-Books Working Group:Education for Change &University of Stirling, 2005

E-book industry analysis


Teaching and Learning

What needs to be taught?

What is actually taught?

What is learnt?


Building the Knowledge Base

Knowing what

Knowing that

Knowing why

Knowing how

Knowing where

Knowing when

Being Knowledgeable


Who chooses how to use ICT?

“ It is a proven lesson from the history of technology that users are the key producers of the technology by adapting it to their uses and values, and ultimately transforming the technology itself …”

Manuel Castells, 2001



“Successful Intelligence”

Analytical

Practical

Creative

…”in the real world, analytical intelligence is no longer enough. It is not that it no longer matters, but it certainly matters less…”

Dr. Robert Sternberg, Tufts University

Afghanistan: Satellite dish made with recycled tin cans - “Necessity is the mother of invention“


Personal Learning Environments


Learning with a new focus

Informal

Emergent

Social


Moving from Three Rs to Three Ps

Persistence

Power tools

Play

Learning 2.0


Learning from experts


Creative Archive


Rip, Mix and Share

The Creative Archive turns the concept of media literacy into something much more than just a ‘good idea’. It’s about empowering people by providing them with material which may enhance their cultural awareness, their critical faculty and their creative skills

David Puttnam, 2006


EU initiatives

eContentplus Programme

Digital content in Europe more accessible, usable and exploitable

Tackle organisational barriers

Take up of leading-edge solutions

Accessibility

Address areas where development is slow

EU-wide co-ordination of collections in libraries, museums and archives & preservation of digital collections


Open Courseware

Playground

Models

Participation

Assuring quality of education and education practices


Children designing e-learning

8 -12 years olds answering their own questionsWhat do we think and how do we think?

Why aren’t we born knowing what we know now?

Students challenged the idea of one right answer

Recognise that others may have captured points they have missed

Determining the e-learning environment


Education Human Network

Human Network across theEducation Community

Businesses

Researchers

IT providers

Suppliers

Storage

Governments

Educators

Agencies

Students

Parents/Guardians

Administrators

Partners

Learning Services

Learning Analysis

Visibility & Awareness

Expert & Social Collaboration

Resources Management

Cross-ecosystem planning & modelling

Recognised Quality

Education

Financial Economics

Environmental Economics

Operational Efficiencies

Education Lifecycle

Management

Va

lue

Cre

ati

on

Ca

pa

bil

itie

sU

se

rs/C

om

mu

nit

y

Student Experience & Satisfaction

Source: Cisco IBSG

• Follow Me Content - content follows the users, processes, and activities

• People subscribe to people - social connections and expert location

• Immersive Interactions – presence, geospatial location, semantics/context


Communication Improvement Opportunities

Community Communication

•Collaborative Communications•Expectation Clarity (student/teacher)•Efficient Instruction

Integrated Learning Teams

•Expert location•Context-based collaboration•Anywhere Access•Lifecycle learning Visibility

Education Partner Collaboration

•Developmental Collaboration•Timely expert location•Project Visibility•Issue Resolution

Multi-format Learning

•Multi-point Visibility•Multi-direction•Interactive participation

Administrator Management

•Operational Visibility•End-to-end collaboration•Real-time KPIs •Event/Issue management


Cisco’s CCD Platform SM

Integrated Communication, Collaboration, and Data into workflows

Student/TeacherStudent/StudentSchool CollaborationSpecial OpsAdministrationParent CommunityCampus Community


Mobile CCE Example


Avatars in Education

Halie - Virtual Employee #1 @

Cisco

(HR Agent App)


Bridging the divide


Future Vision Education Mashups


University Links

South-South as well as North-South

Joint appointments

Local relevance, global action


Caveats


Is one giant step possible?

Smaller steps

Identify the relevant knowledge

Podcasts instead of lectures

Closer links and ties with schools and the workplace

Interoperable e-portfolios as learning passports

Schools as preparation for lifelong learning


Animations by

© 2007 Cisco Systems, Inc. All rights reserved.Cisco PublicMichelle Selinger 1 You can't cross a chasm in two small jumps Dr Michelle Selinger Education.

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