Shanghai open university presentation
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1) Teacher development faces new challenges in an era of exponential knowledge growth and technology change, exacerbated by a large shortage of teachers worldwide. 2) E-learning offers opportunities to address teacher professional development needs through online resources, courses, blended learning models, and online communities. 3) However, challenges remain regarding access to devices, connectivity, and culturally relevant content in local languages, as well as upgrading teacher educators' skills in using technology.
Shanghai open university presentation
- 1. Teacher Development in an E-Learning Age Keynote Address Shanghai Open University Paul Resta Learning Technology Center The University of Texas at Austin
- 2. 2 Global Context of Teacher Education
- 3. 3 Two Global Trends • Exponential growth in knowledge and technology • Huge shortage of teachers worldwide: • minimum of 15 to 35 million teachers needed by 2015 • Two-thirds of the world’s 60 million teachers live and work in developing countries • Critical need to invest in pre- and in-service teacher development UNESCO Education for All Global Monitoring Report 2002
- 4. Exponential Growth of Knowledge World knowledge base doubles every 18 months Technology changes at increasingly faster rates
- 5. 5 Need for More and Better Teachers New technologies require new teacher roles, new pedagogies and new approaches to teacher training and development The need to develop effective and attractive policies for teacher preparation, recruitment, retention and professional development The need for new technologies which are changing the face of education with the development of e- learning Learning Technology Center
- 6. 6 Need for 21st Century Skills
- 7. 7 ICT Challenges Traditional Teaching and Learning Methods and Paradigms “New technologies challenge conventional conceptions of both teaching and learning methods and materials by reconfiguring how teachers and learners gain access to knowledge. To meet these challenges, schools must embrace the new technologies and appropriate the new ICT tools for learning. They must also move toward transforming the traditional paradigm of learning.” (UNESCO World Report, 1998)
- 8. 8 Technology Offers New Challenges and Opportunities for Teacher Development • Need to prepare a new generation of teachers with skills and knowledge required for 21st Century • Need to update the technology knowledge and skills of the existing teaching force • E-learning offers new opportunities to address need for teacher professional development
- 9. 9 Teacher ICT Skills UNESCO ICT Competency Standards for Teachers (CST) • Capable information technology users • Information seekers, analyzers, and evaluators • Problem solvers and decision makers • Creative and effective users of productivity tools • Communicators, collaborators, publishers, and producers • Informed, responsible, and contributing citizens
- 10. 10 New demands and challenges for teacher education • Preparing new teachers • Upgrading knowledge and skills of teaching force
- 11. 11 Global Interest in E-Learning for Teacher Development • Increasing use of the Web and Internet to enhance teaching and learning • E-learning has many qualities that make it beneficial for teacher development including: • anytime: teachers can access learning resources, courses, or training programs at any time convenient for them • anyplace: teachers in rural areas can communicate with others and access resources, instruction, and expertise anywhere
- 12. 12 Teacher Development in an E-Learning Age: A Policy and Planning Guide • Book commissioned by UNESCO to help countries use e-learning for teacher development • Distinguished group of international experts • In press and will be released in Fall 2010
- 13. 13 Focus of Book • Understand the role of e-learning for teacher development in addressing challenges of global knowledge society • Understand the gap between the potential and reality of e-learning for teacher development • Understand key planning and policy issues in use of e-learning for teacher development
- 14. 14 Four Basic Categories of E-Learning Access to vast educational and information resources on the Web Access to online courses, degree programs, and training programs Blending of online resources and learning activities with classroom-based learning activities Access to and participation in online knowledge- building communities and communities of practice
- 15. 15 E-Learning for Teacher Professional Development Resta (2010) Teacher Development in E-learning Age. UNESCO
- 16. 16 Information Repository: Access to Web-based Content Openflow of rich global knowledge resources to support learning: • Growth of digital libraries • Googlization of knowledge • Growth of surface and deep Web • User-generated content
- 17. 17
- 18. 18 Open Educational Resources • Rapid growth of digital libraries and open educational resources, such as OER Africa, Merlot, UTopia, Google, Yahoo, UNESCO • Open Courseware Initiatives (MIT, China, Europe, Africa) • Exponential growth of free/open source software • Open Office • Moodle • Linux • Creative Commons (some rights reserved)
- 19. 19 Online Courses • Rapid growth in offering of online courses in both developed and developing countries • Over 1,000 online degree programs available just in North America • Free online courses and degree programs
- 20. 20 Tessa Teacher Education Resources
- 21. 21 Quality of Online Courses • Many Web-based learning environments heavily text-based, not engaging, limited interaction and collaboration • Growing number of small and large budget high quality Web-based learning environments • Need to couple knowledge of how people learn with Web technologies • Need courses in local languages
- 22. 22 Blended Learning • Rapid growth on campuses • Integration of Web-based resources, tools, online discussions, with classroom instruction • Production of Web-based resources by teachers and students
- 23. 23 Online Communities of Practice • Expertise and experiences can be shared instantly and accessed on demand • Use Wikis, Blogs, and new collaboration tools • Knowledge-building communities of teachers co-constructing and sharing knowledge • Example: ACEMaths project in which teachers developed Math curriculum
- 24. The Role of E-Learning to.. in Knowledge Building move I in c r e a s e I know from… w h a t th e w h a t th e I group group know s know s know H e a r in g a b o u t c o n tr ib u tio n s o f o th e r s A d d in g m y o w n c o n tr ib u tio n s
- 25. Social networking tools support 25 communities of practice
- 26. 26 Challenges Confronting use of E-Learning for Teacher Development • Access to ICT devices and connectivity • Access to high quality, culturally relevant content in local languages • Upgrading knowledge and skills of teacher educators • Need for research on models, policies and practices for using ICTs in teacher education
- 27. 27 Global Digital Access and Use Source: 2008 World Facebook, Central Intelligence Agency
- 28. 28 Mapping Growth of Internet Source: BBC - http://news.bbc.co.uk/2/hi/8552410.stm
- 29. 29 Access to ICT Devices Intel Classmate Low Cost EeePC Laptops (Netbooks) OLPC
- 30. Integration of LMS with 30 Mobile Phones and Tablets LMS on Android LMS on iPad
- 31. Emergence of Lower Cost 31 E-Readers and Tablets Moby Tablet $99 E-Reader/Tablet OLPC XO 3.0 $75
- 32. 32 Powering ICT Devices in Remote Areas Solar Laptop Pedal Power for OLPC
- 33. 33 Solar Panel for 10 Computers
- 35. 35 2/3 of 4.9 Billion Mobile Phone Subscriptions are in Developing Countries Source: World Bank 2010
- 36. 36 Mobile Phones: New Platform and Opportunities for E-Learning Example: Mobile phone users in Bangladesh have already accessed more than one million English lessons using a new service, BBC World Service Trust (WST)
- 37. 37 Mobile Cellular Growth Source: International Telecommunications Union, 2010
- 38. 38 Mobile Cellular Phone and Internet Penetration by Level of Development Mobile cellular subscriptions Internet users by level of development Source: ITU World Telecommunication Indicators database
- 39. 39 Africa Mobile Phone Penetration Source: World Bank 2010
- 40. 40 Telephone Subscribers per 100 Inhabitants, Africa 1995-2004
- 41. Mobile Learning: Professional Development Always at Hand New Generation of Powerful Hand-held Devices (e.g., smart phones) that are able to: • Deliver Education/Training anytime/anywhere • Provide access to learning tools, content, audio/video recordings, simulations, online courses.) • Support Communications and Collaboration • Provide interaction/feedback
- 42. 42 Mobile Phones: Convergence of Tools in One Device (Today’s Smart Phone = Tomorrow’s Phone) Telephone Digital Still Camera Web Browser Digital Video Camera GPS E-mail Instant messaging Blogs/Wikis TV/Radio Audio/Video Recordings Organizer/Calendar Access Online Courses
- 43. 43 Challenges for Mobile Learning Designing learning resources for smaller screens Exploration/development of apps for educational use Research on effective models for use of mobile devices for teacher professional development Marvel Tablet
- 44. 44 Leadership Opportunities: E-learning for Teacher Development • Provide leadership for developing and sharing open educational resources • Establish trans-national partnerships with higher education institutions in developing countries to foster exchanges and sustained dialogue • Exploit emerging technologies: Mobile phones Netbooks, Tablets, E-readers, Cloud Computing
- 45. 45 Use of ICTs and E-Learning to: • develop culturally responsive content in local languages ( Nepal, 4 Directions) • incorporate traditional cultural knowledge into curriculum • preserve and revitalize native languages
- 46. 46 The Four Directions Project An Indigenous Model of Education
- 47. 47 Tailor Use of ICTS and E-Learning to Meet Local Needs and Conditions . • Most PCs developed for individuals who are both literate and numerate • Need research on ICTs for non-literate populations in remote and poor areas
- 48. 48 Strategies to Support E-Learning for Teacher Development
- 49. 49 Support National E-Learning Initiatives: Korea Example
- 50. 50 Support National ICT Initiatives: Rwanda Example Source: International Telecommunications Union (2007) World Information Society 2007 Report
- 51. 51 Support National ICT Initiatives: Morocco Example Source: International Telecommunications Union (2007) World Information Society 2007 Report
- 52. 52 Advocate for New Regulatory Framework in Developing Countries • Today’s broadband challenge requires new thinking and an end to business as usual • Build on mobile success where 2/3 of mobile customers are in developing countries • Regulators have an unprecedented opportunity to speed the uptake of broadband to enable the Information Society
- 53. 53 Attract Foreign Direct Investment: India Example Source: Reserve Bank of India
- 54. 54 Institutional Incentives for E-Learning and Open Educational Resources Need to provide institutional rewards for faculty who contribute their work to an open environment and/or are willing to develop quality online instruction This is particularly true related to criteria for academic advancement and tenure decisions
- 55. 55 Develop Collaborations and Pilot Projects • Develop trans-national collaborations between universities in region and across the globe to share resources and expertise • Work with universities, schools, communities, government agencies, private sector to demonstrate benefits of e-learning access • Example of Educational Native American Network (ENAN)
- 56. 56 Summary: Leadership Opportunities and Challenges for Teacher Education Institutions • Provide leadership in open educational resources • Collaborate with telecommunications regulatory agencies to develop policies that will support educational development • Establish trans-national partnerships with higher education institutions in developing countries to foster exchanges and sustained dialogue
- 57. Summary: Leadership Opportunities and Challenges for Teacher Education • Help initiate or support national initiatives for wireless and broadband access • Develop pilots to demonstrate effectiveness and feasibility of e-learning • Work with community members to develop culturally responsive cultural digital content in local languages
- 58. 58 Contact: Paul Resta Ruth Knight Millikan Professorship Director, Learning Technology Center The University of Texas at Austin Resta@mail.utexas.edu Website: http://www.utexas.edu/education/LTC/ about/resta/index.php
Editor's Notes
- #18: Open educational resources was first adopted at UNESCO ’s 2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries (Hewlett Foundation) Includes: learning content, tools, implementation resources (license to promote open publication of materials) Moving from higher ed to K-12 With tighter budgets states and schools looking for open source textbooks Texas State Representative Scott Hochberg sponsored a bill that provides for the adoption and and use of open source textbooks beginning this last Fall by creating a digital repository of textbook content managed by TEA