F. Questier, Culture and learning in the digital age: experiences from Brussels and the world, Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010. On request of the audience, an introduction to Belgian culture was added.

1. Culture and learning
in the digital age:
experiences
from Brussels and the world
Prof. dr. Frederik Questier, Vrije Universiteit Brussel
Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010

2. This presentation can be found at
http://questier.com
http://www.slideshare.net/Frederik_Questier

3. Belgium

5. Brussels

6. Atomium building © www.atomium.be - SABAM 2010; photo CC-by-nc-sa by fatboyke Luc B

8. Bruges

10. "Of all the Gauls,
the Belgae
are the bravest."
Julius Caesar,
Roman Emperor,
50BC

12. Adolphe Sax invents the Saxophone in 1840s

14. Carnaval de Binche

20. My background

21. ➢ Teaching courses:
➢ Educational Technologies
➢ Learning Technologies
➢ Virtual Learning Environments
➢ E-learning design
➢ Departments
➢ Interdisciplinary Teacher Training
➢ Educational Sciences
➢ Former head of center for
➢ Education innovation
➢ Teacher staff training
➢ Virtual learning Environment

22. My research interests
22

23. Projects with Cuba
23

24. Projects with Kenia
(Nairobi and Moi universities)
Expertise Centre ICT for edu
Training
Consultancy
Research
Postgraduate master ICT in Education 24

25. Research and Innovation Director
25

26. One Laptop Per Child
26

27. How can we improve teaching and learning with
Information and Communication Technologies
(ICT)
?
Why?
How?
27

28. Research studies show that
how much and how effectively
teachers integrate ICT
in their teaching process
depends mainly on their educational vision
(not age, gender, ...)
28

29. Communications University of China
Educational mission and vision?
http://www.cuc.edu.cn/en2/his.html
Looking to the future, the CUC will be guided by the philosophy of
“people-oriented, all-round development, feature development, and
innovation and development". In addition, the CUC will insist on
internal development, with the mainline of quality, management
and characteristics, and motive force of reform and innovation in
order to enhance the quality of education, strength of subject, and
level of running the school. The CUC will continue to work hard to
realize its target of stepping into the rank of world famous
university in media and communication.
29

30. How can we educate
our students for
the unknown future?
30

31. The best way
to predict the future
is to invent it.
(Alan Kay, 1971)
31

32. Information Society ?
32

33. Knowledge Society
33

34. From information scarcity to information abundance !
34

35. Evolution of the internet?
Web 2.0 (Social)
Web 3.0 (Semantic)
Mobile and Ubiquitous
Global brain – intelligence
35

36. Virtual reality gets photorealism
Crysis 36

37. Augmented Reality
37

38. Evolution of organizations
Source: Jessica Lipnack and Jeffrey Stamps, Virtual Teams
http://www.netage.com/pub/books/VirtualTeams%202/CHAPTERS%20PDF/chapter02.pdf
38

39. Network society
39

40. Surveys
How much of the knowledge
you need for your job
is in your own head?
>75% ; 75-50% ; 50-25% ; 25-10%
40

41. Surveys
How much of the knowledge
you need for your job
is in your own head?
1986 75% → 2010 10%
41

42. The longer one studies,
the more one comes to realize
how much one does not know 42

43. “On the Internet,
nobody
knows
you're a dog”
Peter Steiner
New Yorker
2000
43

44. In China:
“On the Internet,
everybody
knows
you're a dog”
This vision
might be closer
to 2010 Internet reality!
44

45. Transparency versus Privacy
45

46. If you act online with your (real) identity
you leave a public trail
that can be beneficial professionaly
reputation
meritocracy
social capital
46

47. On the Internet everybody
can contribute as
Teacher
Publisher
Journalist
Broadcaster
Programmer
Photographer
...
Both professional and amateur...
47

48. “Karl Marx was perhaps
the original prophet of the
Professional Amateurs
economy:
labour
– forced, unspontaneous
and waged work –
would be superseded
by self-activity”
48

49. "The most fundamental way
of helping other people,
is to teach people
how to do things better
or how to better their lives.
For people
who use computers,
this means sharing
the recipes
you use on your computer,
in other words
the programs you run."
49

50. Free Software
➢ The freedom to
➢ run the program for any purpose
➢ study how the program works,
and to adapt it to your needs
➢ redistribute copies
➢ improve the program,
and release your improvements to the public.
50

51. The software Freedoms
require access to the source code
Source code: if encrypt(password) == encryptedpassword, then login=1, end
Compiled code: 001001011101010011001100001111011000110001110001101
→ “Open Source Software”
Free Libre Open Source Software (FLOSS)
51

52. 52

53. "Seven open source business strategies for competitive advantage
John Koenig, IT Manager's Journal, 2004
“Companies continue to
waste their development
dollars on software
functionality that is
otherwise free and
available through Open
Source. They persist in
buying third-party
proprietary platforms or
creating their own
proprietary development
platforms that deliver
marginal product
differentiation and limited
value to customers”
Picture reproduced with permission
53

54. 54

55. 55

56. 56

57. 57

58. 58

59. 59

60. Creative Commons
Share what you want,
keep what you want
60

61. www.creativecommons.org
61

62. 62

63. 63

64. Authority and experts
versus
Consensus and crowds
Nature study 2005:
Wikipedia is not significantly worse
than the Encyclopedia Britannica
But
Students and researchers
shouldn't cite Wikipedia
cause they shouldn't cite encyclopedias
64

65. new perspectives
voice for minorities
more personal
65

66. Frederik Questier at the MIT Miracle of Science Bar, 2009 66

67. 67

68. 68

69. 69

70. You will have to
compete with free!
70

71. What can professionals do?
Embrace or Die !
71

72. Knowledge?
➢ More than facts
➢ Distributed
➢ in network of people and information sources
➢ Total knowledge is doubling every year
➢ Explicit knowledge
➢ Knowledge that can be expressed and transfered easily
➢ Tacit knowledge
➢ Knowledge that is not easy to express or transfer
72

73. Knowledge Spiral
➢ Nonaka, Ikujiro, and Hirotaka Takeuchi, The Knowledge Creating Company, New York, Oxford University Press 1995
➢ Source figure: Jeremy J. S. B. Hall, http://www.simulations.co.uk/KM.htm
73

74. Major learning theories
Behaviourism Learning = change of behaviour
Stimulus → response
Learner is passive receiver of knowledge
Mind = black box
Cognitivism Focuses on how the brain works
Metacognition, learning strategies
Motivation
Constructivism Knowledge is actively constructed by the learner
New knowledge is linked to prior knowledge
Learners discover themselves facts and relationships
Social Constructivism Social interaction plays a fundamental role
Discussions lead to deeper understanding and increased motivation
Constructionism Constructing an artifact or something that can be shared leads to
better learning
Connectivism Learning is a process of connecting nodes or information sources
Knowledge and learning may reside in non-human appliances
Try to see connections between fields, ideas, and concepts
Know-what & Know-how → Know-where
74

75. 75

76. Demand for new skills?
➢ Social skills
➢ communicating, networking, teamwork
➢ Creativity
➢ Entrepeneurship
➢ Information technology skills
➢ Handle information overload
➢ ...
➢
➢ Learning to learn → Life Long Learning!
76

77. Competences ?!
➢ ability to use
➢ knowledge
➢ skills
➢ attitudes
➢ in complex, authentic situations
77

78. Educational innovation
“The highest-ranked universities are the ones that
make significant contributions to the advancement of knowledge through research,
teach with the most innovative curricula and pedagogical methods
under the most conducive circumstances”
World Bank
78

79. Staff are digital immigrants,
students are digital natives
(Prensky)
79

80. Are we innovating fast enough
the way we teach?
80

81. “Schools we have today
were designed around commonsense assumptions
that had never been scientifically tested”
R. Keith Sawyer
81

82. Discrepancy?
What are students used to? What is their classroom experience?
control no control
action passive
instant feedback little, late feedback
rich media poor media
always online offline
social interactions working together = cheating
82

83. 83

84. Educational innovation?
Traditional learning New Learning
teacher oriented student oriented
(passive) knowledge transfer (active) knowledge construction; interaction
focus on knowledge focus on competences
individual learning collaborative learning
focus on course contents also focus on learning process
(learning to learn, reflection)
teacher = expert teacher = coach
teacher directs also self-directed learning
selective education adaptive education
students focus on good scores attention for (intrinsic) motivation
surface learning deep (natural) learning
84

85. Educational innovation?
Traditional learning New Learning
abstract, school-like examples & tasks authentic contexts
evaluation by teacher self/co/peer-assessment, ...
summative evaluation + formative evaluation
(learning from mistakes and feedback)
linear curriculum flexible curriculum
independent courses and disciplines connexion, integration, interdisciplinarity
supply oriented demand oriented
uniform education differentiated education
(adapted to e.g. learning styles)
classroom flexible learning environment
(also online & virtual)
course materials powerful learning environments
formal learning + informal learning
behaviorism and cognitivism Social constructivism (and connectivism)
85

86. How can we improve
teaching and learning with ICT?
➢ Don't apply traditional teaching methods in new
technologies!
Substitution?
(dropping your coursebook online)
Transformation!
86

87. Seek the synergy!
Theories about learning
and technologies
have evolved
towards very similar concepts
87

88. Model Jonassen for
(constructive) learning environments
→ Technologies can support the intentional construction,
in a collaborative way, of complex contextualized artifacts
and the conversation and reflection about it
88

89. Exercise
Which characteristics of Jonassen's model
apply to the following learning environments?

90. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
90

91. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
Case kit (Ugent, Jan Velghe)
91

92. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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93. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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94. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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95. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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96. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
Pharmacy simulations
96

97. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
ICT supported
97

98. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
ICT supported
98

99. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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100. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
Competition + ?
100

101. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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102. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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103. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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104. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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105. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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106. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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107. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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108. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
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109. Evolution in E-learning?
e-learning 1.0 e-learning 2.0
closed source software open source software
solitary platform integrated in ICT-environment
closed to outer world open where useful,closed where necessary
only own institution connected with other institutions
focus on technology focus on pedagogy
consumption interaction
courses communities
teacher oriented student centered
content management knowledge management
upload of materials authoring environment
tools intelligent assistant
institutional learning environment personal learning environment
109

110. Is this ICT supported
learning paradigm shift
possible without
teacher learning/training?

111. Rogers' Model:
Diffusion of innovations
111

112. How to get every teacher
to apply innovative teaching?
➢ Innovators and early adopters
➢ will start when you show them best practices
➢ The rest
➢ will need in situ support
112

113. 113

114. 114

115. Build an
educational innovation center
➢ Expertise center
➢ Resources for experimentation
➢ Research approach
➢ Mixed team
➢ Educational scientists
➢ Educational technologists
➢ Provide services to teaching staff and students
➢ E-learning environment
➢ Training of teacher staff
➢ Facilitation of innovation
115

116. Formalize contact with faculties
➢ Educational innovation steering committee
➢ members from
➢ each faculty
➢ central academic services
➢ and/or
➢ in each faculty
➢ an active, full time responsible for educational innovation
116

117. Collaborate with edu researchers
➢ Researchers / teachers from school of
educational sciences could
➢ assist with advice
➢ help in training teacher staff
➢ elaborate research projects around local context
➢ provide internship and thesis students
117

118. Educational mission
and vision on teaching learning
➢ Get it written
➢ Get it known
➢ Get it implemented
➢ ask on every curriculum reform
➢ ask every new teacher to elaborate her vision on it
118

119. Perform a teacher needs analysis
Our results
➢ Didactical support for which tasks? (56%-30%)
➢ Adapt to the way students learn most efficiently
➢ Development of activating tasks
➢ Use of ICT in education
➢ Development of efficient learning materials
➢ Motivating my students
➢ Translate competences to evaluation
➢ Giving feedback to my students
➢ Translate competencies to effective learning activities
➢ Formulating end competences for my courses
➢ Adapt to the prior knowledge of my students
119

120. Perform a teacher needs analysis
Our results
➢ Didactical support in which way? (66%-33%)
➢ Online self study courses
➢ Workshops
➢ Individual support of an educational advisor
➢ Intervision
➢ Project group
➢ Individual coaching/mentoring by an experienced colleague
➢
➢ Formal training 'academical didactics'?
➢ 57% 'yes'
120

121. Disseminate best practices
➢ Website, news letter, books, ...
➢ Yearly day of Educational Innovation
➢ External keynotes
➢ Workshops from internal innovators
➢ Panel discussions
➢ Poster sessions
121

122. Provide didactical seminar
for (new) teachers
➢ yearly
➢ 4 days residential
➢ 'obligatory' for new teachers
➢ reflection about personal educational vision
➢ didactical methods
➢ Introduction to educational technologies
➢ feedback with video recordings
122

123. Provide workshops
➢ How to motivate my students?
➢ How to make my courses more interactive?
➢ Peer assessment for group projects
➢ E-learning platform
➢ Student portfolio
➢ Formulation & analysis of Multiple Choice tests
➢ Intellectual property & plagiarism
➢ Digital formats
➢ Open learning with wiki’s, Wikipedia, wiki courses, ...
➢ Open Source Software & reusable learning resources
➢ Voice techniques
123

124. Provide question driven support
➢ Face to face advise and consultancy
➢ E-mail helpdesk
➢ helpdesk@cuc.edu.cn ?
➢ OTRS (Open Source Trouble Ticket System)
124

125. Facilitate innovation projects
➢ Open call for projects in faculties
➢ Provide funding
➢ Anything from small seed money to 2y 1 FTE
➢ Challenge: continuation after the funding
➢ Or: assign central people that can go from
project to project
125

126. Facilitate communication
between students and staff
name@vub.ac.be
yearcode@pointcarre.vub.ac.be
coursecode@pointcarre.vub.ac.be
+ variants for 'ad valvas' and 'work students'
Software: GNU mailman : www.lists.org
126

127. Involve your VLE users
127

128. Reflection task
➢ Which recommendations do you have for you
university?
➢ How can we improve teaching and learning with ICT?
128

129. Copyright acknowledgements
➢ Belgium in EU Map CC-by-sa by NuclearVacuum
➢ Belgium map, Public Domain
➢ The Peasant Wedding by Pieter Bruegel 1568
➢ http://en.wikipedia.org/wiki/File:Asterix_in_Belgium.jpg
➢ Atomium building © www.atomium.be - SABAM 2010; photo CC-by-nc-sa by fatboyke Luc B
➢ Atomium building © www.atomium.be - SABAM 2010; photo CC-by-sa by Emilio Garcia
➢ Gilles de Binche CC-by-nc-nd by Fabrice Huin
➢ Saxophone CC-by-nc-nd by Bruno Bollaert
➢ Graspop Metal Meeting Festival 2008 CC-by-sa by Jtesla16
➢ Pralines, screenshot Neuhaus website
➢ Moules frites: CC-by-nc-sa by poluz – Nicola
➢ Belgian Beers: CC-by-nc-sa by Adam Lang
➢ Brussels Waffle CC-by-sa by David Monniaux
➢ Screenshot http://www.chamilo.org/
➢ Dog on internet cartoon copyright by Peter Steiner, http://en.wikipedia.org/wiki/File:Internet_dog.jpg
➢ Tax Shelter screenshot, http://minfin.fgov.be/portail2/belinvest/en/taxshelter/presentation.htm
➢ Screenshot http://sourceforge.net
➢ Picture (open source business strategies) from IT Manager's Journal, may 2004, with personal permission from John Koenig
➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!)
➢ Chinese Dog CC-by-nc-sa by By lovemi88 Michele J

130. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective
Questions? Comments?
谢谢
See also http://questier.com
130