Subject: [IFETS-DISCUSSION:1226] 3rd Discussion Summary
From: Brent Muirhead (bmuirhead@email.uophx.edu)
Date: Thu 22 Feb 2001 - 04:28:37 MET
From: "Brent Muirhead" <bmuirhead@email.uophx.edu> Subject: [IFETS-DISCUSSION:1226] 3rd Discussion Summary Date: Wed, 21 Feb 2001 22:28:37 -0500
Greetings! I have been working hard at summarizing our discussion comments.
My summary covers February 18 and 19th. The lengthy comments (one ran over
1,000 words) were informative and challenge us to have holistic view of
educational issues such as autonomous learning, online/traditional education
and developing equity (affordable/quality degrees) in higher education.
February 18, 2001
Ian Coward discussed the possibility that online education could mean the
end of today's traditional education. Norma Benesdra responded to Ian's
remarks with a concern that "doing away with traditional learning
institutions would be both a waste of precious human interaction and
information and also a deviation from life as was given unto us by
Nature/God."
Norma believes that traditional educational institutions should effectively
utilize technology. Norma hopes that school will change their perspective on
the student and teacher relationship by fostering interaction based on
mutual respect, freedom and personal responsibility. Norma poses a relevant
question "why not consult the very students to see how they feel about the
whole issue? I mean consult, not decide, how we, as adults, are going to
change learning conditions. We might get some interesting surprises if we
establish a truthful dialogue and let our students speak their mind to us."
February 19, 2001
Chris O'Hagen argues that the 21st century university will have at least
five faculties (Business, CIT, Education, Helath & other academic
disciplines). Chris is concerned that our colleges are not training enough
engineers who are needed to provide technical support for our computers.
Jennie Swann discusses the role of technology in learning and that " we need
to recognize the need for technical and pedagogical assistance. After all
are we not involved in caring business." Jeannie believes that online
teaching and learning will require an assortment of technical and
pedagogical support for students and training for teachers. Jeannie notes
that "learning is both participation and acquiring knowledge. To participate
actively and to acquire important knowledge we need a guide till we are able
to make sense.Resource allocation for training and emerging computing
problems are still small. Under this condition unless we want to import MIS
problems to schools and colleges it is difficult to imagine the death of
traditional education."
Errol Thompson observes that autonomous learning is very difficult concept
to teach because people are not prepared for it. Errol states that "my
experience in distance learning and with self-paced resources is that many
people do not have an adequate approach to learning to handle autonomous
learning. As well, there are some subjects which I believe require
interaction in order to generate the required learning."
Errol is concerned that educators do not effectively use technology in
preparing people for a career.He states that "we need a balance of
resources. Some learning will occur autonomously, others in a collaborative
environment, and some in the apprentice model. The combination used
appropriately should enhance the learning. This is what I would like to aim
for in my environment."
Anita Pincas responded to Ian Cowards comments about the "end of traditional
education establishments." Anita notes that "there are already good
stirrings among educationists at all levels to be
flexible and adapt to new needs, even in the tricky area of assessment."
Anita recommends reading the paper Philip C. Candy "Reaffirming a proud
tradition: universities and lifelong learning." Active Learning in Higher
Education, December 2000, Vol.1 No.2. It is published by Paul Chapman for
Sage, www.sagepubl.co.uk
Anita believes the emphasis on autonomous learning is seductive and " the
business providers would like to follow - will not work. Anyone who has
been in education for some time knows that." Additionally, Anita believes
that the possibility of success for "*sustained* learning - as opposed to
quick, just-in-time information collection - without either well-structured
collaborative learning among peers or some teaching (online or otherwise)
and preferably both."
Nicole Harris is not too concerned about online learning replacing
traditional classes. Instead, Nicole thinks that electronic resources,
role-playing and teaching online offer different educational options to
reach students. Nicole notes that "we all learn differently, after all, so
surely the more learning options available - the better?"
Chris O'Hagan responds to Ian Cowards comments on saving money in British
governments "LearnDirect" initiative that utilizes online technology. Yet,
he believes that today's government should be looking for creative ways to
offer affordable mass education and training. Chris relates that "if we are
to expand access to education at all levels, surely it needs to done as
efficiently as possible, whether the 'customer' pays or not. In terms of
public services, there are many other calls on government funding - should
education have preference over medical services, or pre-school facilities?
In both of which the UK lags behind most of the developed world."
Chris stresses the need to help provide a quality education for more
individuals. It will require making changes in universities that will
enhance learning opportunities with corporations playing a larger role in
their development. Chris observes that "academics would engender more
respect and understanding from society if they acted less like Luddites,
defending their patch, and showed more vision. No wonder it is left to
others to lead!"
Brent Muirhead D.Min; Ph.D.
Faculty, University of Phoenix Online
bmuirhead@email.uophx.edu
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