Keš-neutralno maštarenje

Malopre me prodavac kancelarijskog nameštaja podseti na tektonske pomeraje u obrazovanju - reče kako njegov sin sve češće zadatke za domaći donosi na USB memory-sticku, a tako vraća i sam domaći nazad u školu.

Naravno, dete ima kompjuter i broadband kod kuće.

Pošto je pamet sirovina koja se najviše traći, a bez obzira na traćenje dečija pamet nam je najvažnija, ne što će nam uglavnom oni pokrivati mnoge zdravstvene i socijalne troškove u budućim krizama, nego zato što ih volimo i brinemo se za njihovu budućnost u sve bržem i pametnijem svetu, opet mi privlači pažnju prosto kritična potreba da svako dete ima umrežen kompjuter kod kuće.

Znam da se ponavljam, ponavljam se i samom sebi, ali što reče jedan prijatelj nije još uvek problemati;no ovo ponavljanje pošto pametnom čoveku ne treba ponoviti jednu te istu stvar više od sedam puta.

Upravo sam sa jednom (važna reč „jedan", nikako da je se otresem) pametnom družinom poslao i predlog na EC FP7 konkurs na temu Technology Enhanced Learning, nisam se vakcinisao protiv Vučkovog akcijaškog virusa i sad sam „ubeđen" da državi koja insistira da nema novca za dečje kompjutere i umrežavanje može da se podrije posebno potencijalno opasna letargija predlogom da se knjige zaborave, nego ko god ih je plaćao do sad sa istom ratom počne da otplaćuje kredit na dečiji kompjuter i sitni broadband.

Keš neutralno, dakle, mora da bude u eri kad laptopovi padaju ispod 200 dolara a u proseku „žive" duže od tri godine.

Ovo „posebno potencijalno opasna letargija" pucanje sa kuka mi je od sumnje da zemlje koje su pre par decenija bile deceniju ili više iza Srbije, po nekim opštim merilima uspeha sad, polako, počinju da je prestižu, već su je prestigle, a u svakom slučaju više im dece, u relativnom smislu, ima kompjuter i mrežu kod kuće.

Možda su mi sumnje neosnovane, možda nema takvih zemalja, ali svetska ekonomija postaje ekonomija znanja i bolje će proći oni koji znanjem bolje barataju (tautološki ili ne, zauzima samo dva reda ova „misao") :-)

Iz našeg predloga EC-ju kopiram nekoliko fragmenata koji skreću pažnju na to šta se radi i kako se razmišlja u svetu:

Learning Environment: from VLEs to PLEs

While Virtual Learning Environments (VLEs) are predominant model of technology-enhanced learning environment in some places today, they tend to be institution-centric and administrative environments, "geared entirely to the management needs of the institution rather than the needs of individual learner".(JISC e-learning focus)

To address this anomaly, current educational research focuses on the Personal Learning Environments (PLE), that "...would give the learner greater control over their learning experience" (JISC e-learning focus) and in particular in managing their learning resources, work in progress and learning activities. 

Currently, PLEs are supported at a very basic level by standard VLEs such as Moodle or WebCT, through individual portals and views but with little or no   specific PLE capabilities such as:

• setting individual learning goals
• managing own learning: both content and process
• communicating with others in the process of learning
• using networking protocols (Peer-to-Peer, web services, syndication) to connect a range of resources and systems within a personally-managed space (Wikipedia)

Since late 90s, many PLE models and prototypes have emerged, but still without significant uptake by either educational institutions, or work-based learning providers.

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Learning framework/model: e-learning vs.  Blended Learning

While e-learning focuses on web-support for distance learning, blended-learning (BL) model recognizes the importance of face-to-face contact as well as the underlying pedagogies in any learning situation:

The key assumptions of blended learning design are: thoughtfully integrating face-to-face and online learning, fundamentally rethinking the course design to optimize student engagement (Garisson, 2008)

BL has become " a centre of an evolutionary transformation of teaching and learning in higher education"  as it "opens the possibility of creating ad sustaining a community of inquires (CoI) BEYOND the classroom " - through carefully designed learning activities that cover teaching, cognitive and social aspects of learning (Garisson, 2008).

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XXX's (naš predlog EC-ju) conceptual framework can be traced back to the following influential, learning theories and models:

• Vygotsky's theory of social development defines learning process as a problem solving through "adult guidance or in collaboration with more capable peers";
• Laurillard's "conversational approach" to learning defines learning as a continuous discussion with a student that helps in guiding the student towards the solution
• Gravett & Petersen's "structured dialogue" approach to learning via carefully designed learning tasks
• Novak & Patterson's "just-in-time" teaching method
• Garisson's community of inquiry: cognitive, teaching and social spaces
• Anderson's taxonomy of the many : groups, networks and collectives
• PBL (Problem-Based Learning) - used extensively in health sciences and engineering disciplines
• Siemens connectivism - "Learning is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing" (Siemens, 2004)
• Participatory pedagogy, where students take an active role in their learning via individual portfolios, wikis, real-time updates
• Holland's Complex adaptive systems and "learning at the edge of chaos"

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Learning Interactions: from collaborative to cooperative learning

Terry Anderson's "taxonomy of many" (Anderson, 2009) distinguishes between group, network and collectives as basic formations for quality learning, with groups being the principal formation for collaborative blended learning and networks and collectives - emerging formations for cooperative net-centric e-learning.

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"Beyond the horizon" applications and models

In defining priorities for e-learning (7), the UK JISC strategy (2010-2012) takes into account changes in the education, skills and research environments as well as changes in technologies and infrastructures, such as:

• students as customers,
• 24/7 on-line learning support,
• personalized and flexible learning,
• increased mobility of students internationally,
• learning at home, work and on the move,
• increased use of Web2 technologies (wikis, You Tube, My space, blogs, second life),
• cloud computing and SaaS (Software as a Service),
• availability of powerful mobile devices (iPhone, iPlayer, Blackberry),
• advances in access management (Shibboleth, SAML standards).

Similarly, the US Educause, recognizes as  current trends:

• the growing use of Web 2.0 and social networking, combined with collective intelligence and mass amateurization is gradually but inexorably changing the practice of scholarship.
• the way we work, collaborate, and communicate is evolving as boundaries become more fluid and globalization increases.
• access to and portability of content is increasing as smaller, more powerful devices are introduced.
• the gap between students' perception of technology and that of faculty continues to widen,

and based on that identifies emerging technologies that will have  significant impact on higher education within the next one to five years.

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...itd, sve elektronski, nema papira, tako je EC tražila ovoga puta :)