Unicelled creatures adapted to their environments and evolved into increasingly sophisticated beings over the millenia. Today however, time is a scarce commodity and we must quickly and constantly update, upgrade and add to our skillsets in order to continue to be a part of the new world order. Lifelong learning is perhaps even more strongly linked to survival today than ever before. And the instrument that will make it accessible, flexible, inclusive and accessible is the virtual university.
In an era of technology and digital divides what is the role of a virtual university and how can such schools be a driver of social and economic change? How are virtual universities set up? What are the costs and what are the technologies and infrastructure needed to establish a virtual university? How can these ethernet campuses be made accessible and affordable? What are the accreditation schemes available, and can and will these rally people into adopting this new model of learning on the scale and with the enthusiasm needed to justify the investments? Can such models of learning withstand economic storms and monetary market crunches? What are the pedagogies needed, and what will be the quality of teaching and learning and what calibre of learners will be developed as a result? These are some of the questions I'd like to explore.
To start with, some background.
In 2004, the International Institute for Educational Planning (IIEP) launched a project on the Virtual University and E-learning. This project provides insights and case studies, explores and shares the lessons learned in the setting up of virtual universities both in developed and developing countries. There is an overview of policy planning and management issues and a range of diverse case studies that cover the main institutional models.
Traditional universities must keep pace with these new modes of delivery and evolve suitable and appropriate approaches. They must explore ways to offer an education that is transnational, global, inclusive and accessible. Shall we join forces or go it alone?
Monday 22 December 2008
Monday 8 December 2008
Yakkity Yak - Don't talk back!
Picking up from where I left off -- I failed my driving test last month. Aargh! 'Twas the devlish roundabout that led to the rout! I was felled in thirty seconds by a faulty manoeuvre attempting a Second Exit Right. When we returned from the test for the debriefing, my instructor said to me, "You are a good driver. What happened?"
Not really sure what happened. For some inexplicable reason (fear of tests!) I was not able to communicate my expertise to the tester. Despite twenty years of driving in Mumbai.
Delving deeper, what really happened is what happens to many people when they're faced with having to prove their worth. They are unable to communicate their skills with the degree of sophistication that may required.
It is the ability to communicate that determines the survival and success of a species. History Channel's Evolve Series offers an indepth insight into how communication has played a critical role in evolution, providing different species with the ability to fend off predators, acquire a mate and find food.
Not surprisingly, one of the key skills identified for Employability is Communication, both verbal and non-verbal. Fostering employability is about cultivating skills and building the confidence and communication techniques needed to show and tell people about it.
That brings us to the role of Conversation and Dialogue. Many generations (and I!) have suffered school systems where talk in class was forbidden and punished. Today however, conversations and dialogue are recognised as essential to development and learning. Dialogic literacy is recognised as a critical necessity in a revolutionary new pedagogy.
New research into brain development and socio-economic status suggests a possible link between talking to children and their ability to process visual stimuli.
There is much in the literature about the role of conversation and dialogue in fostering exchange, collaboration and learning. Many educationists have highlighted the role of the role of dialogue and the community of inquiry in facilitating self-evaluation and feedback. Lipman (1991:19) writes that “…ideally the relationship between teacher and students has this character of face to face dialogue…”
But how exactly does it work? You'll find an excellent overview and references to the subject in Engaging in Conversation and Dialogue and Conversation.
For an indepth discussion, read Robin Alexander's 2005 paper, Culture, Dialogue and Learning: Notes on an Emerging Pedagogy. He suggests that classroom talk tends to become mere recitation or pseudo-enquiry and points out that though"...classrooms are places where a great deal of talking goes on...Teachers rather than learners control what is said, who says it and to whom. Teachers rather than learners do most of the talking."
Shall we let the learners do the talking for a change? To be continued.
Not really sure what happened. For some inexplicable reason (fear of tests!) I was not able to communicate my expertise to the tester. Despite twenty years of driving in Mumbai.
Delving deeper, what really happened is what happens to many people when they're faced with having to prove their worth. They are unable to communicate their skills with the degree of sophistication that may required.
It is the ability to communicate that determines the survival and success of a species. History Channel's Evolve Series offers an indepth insight into how communication has played a critical role in evolution, providing different species with the ability to fend off predators, acquire a mate and find food.
Not surprisingly, one of the key skills identified for Employability is Communication, both verbal and non-verbal. Fostering employability is about cultivating skills and building the confidence and communication techniques needed to show and tell people about it.
That brings us to the role of Conversation and Dialogue. Many generations (and I!) have suffered school systems where talk in class was forbidden and punished. Today however, conversations and dialogue are recognised as essential to development and learning. Dialogic literacy is recognised as a critical necessity in a revolutionary new pedagogy.
New research into brain development and socio-economic status suggests a possible link between talking to children and their ability to process visual stimuli.
There is much in the literature about the role of conversation and dialogue in fostering exchange, collaboration and learning. Many educationists have highlighted the role of the role of dialogue and the community of inquiry in facilitating self-evaluation and feedback. Lipman (1991:19) writes that “…ideally the relationship between teacher and students has this character of face to face dialogue…”
But how exactly does it work? You'll find an excellent overview and references to the subject in Engaging in Conversation and Dialogue and Conversation.
For an indepth discussion, read Robin Alexander's 2005 paper, Culture, Dialogue and Learning: Notes on an Emerging Pedagogy. He suggests that classroom talk tends to become mere recitation or pseudo-enquiry and points out that though"...classrooms are places where a great deal of talking goes on...Teachers rather than learners control what is said, who says it and to whom. Teachers rather than learners do most of the talking."
Shall we let the learners do the talking for a change? To be continued.
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