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1
ICT in EducationBy Abdul Khan
Global Alliance for ICT and DevelopmentKuala Lumpur, Malaysia
19-20 June 2006
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Central Role of Knowledge for Development
Knowledge
Economic Growth
Cultural Enrichment
Social Development
Political Empowerment
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If knowledge is the engine of development, then learning must be its fuel.
Takeushi
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“The ability to create and maintain knowledge infrastructure, develop knowledge workers and enhance their productivity will be the key factors in deciding the prosperity of the knowledge society.”
Abdul Kalam, President of India
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Pillars of Knowledge Societies
Human Needs and Rights
Knowledge Societies
Pluralism
Human Needs and RightsHuman Needs and Rights
Knowledge SocietiesKnowledge Societies
PluralismPluralism
KnowledgeCreation Dissemination UtilizationPreservation
Knowledge Knowledge Knowledge
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The Revolution - Communications
19th Century
1900
20’s 40’s 60’s 80’s 90’s
20th Century
PostalSystem
Educational Radio
Television ComputerNetworks
2000
21st
Century
Satellites
TeleconferencingTechnologies
CellularNetworks
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The Technology Era….Digital Content
Fax/Data Modems
The Internet
Satellite
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Technology Impact
• Emerging ICTs have impacted numerous aspects of our life …. Agriculture, medicine, e-governance, e-business, publishing, media, etc..
• The world of education is slow to adopt emerging technologies!!
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Conventional Education Models
Involve the direct transfer of information between the teacher and the student.
Constrained by both timeand place.
Limited by in-house available resources.
Strongly dependent on the skills and knowledgeof the instructor.
Large Numbers Lack of Resources
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On Today’s Learning Challenge
Preparing students for a future in which today’s jobs may be obsolete and future jobs can only be imagined is a daunting challenge.
Adding to the challenge is the realization that today’s students — “digital natives” — learn differently than many of today’s educators.
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The Internet & Education: a Close Fit
“Is the Educational promise of the Internet real? I believe it is.
The Internet has distinctive powers to complement, reinforce, and enhance some of our most effective traditional approaches to university teaching and learning.”
Prof. Neil L. RudenstinePresident of Harvard UniversityThe Chronicle of Higher EducationFebruary, 1997
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New Forms of Learning
New literacy types:• Technology literacy• Information literacy:
– recognize when information is needed– have the ability to locate, evaluate and use effectively
the needed information.
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New Forms of Learning
Nature of knowledge• Increasingly interdisciplinary• Increasingly contextual• Application oriented ~ «learning by doing»• Must reflect local/regional realities
New pedagogical paradigm• Learning as a constructive process• More than acquisition of basic literacy skills• Non-formal and non-linear learning • New flexible learning environments
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ICT and Capacity Building
• Improves educational quality• Increases access to basic learning for everyone• Improves educational management• Enables lifelong learning opportunities• Capacity to reach disadvantaged populations
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ICT and Capacity Building
• Enhances diverse and collective learning processes• Enables development of non-formal and informal learning
environments• Shifts learning process:
– from teaching to self-directed learning– from one-time event to lifelong learning process
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Constraints in Developing Countries
Access to All
Cultural & Linguistic Diversity
Policies, Strategies, Copyrights,Intellectual Property Rights, ….
Capacity Building
Building Quality Content
Recycling of Computers, Open Source Software, Public Domain Content
Cyberspace…LegalFramework
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New Media Old MediaRadio
Television
Audiotape
Videotape
Books
Slides
Computer
Multimedia
CBT
Internet
WWW
CD/DVD
Virtual Reality
Digital learning resourcesEasy to manipulate, duplicate and transport
Reusable with little difficultyGlobally accessible through network
Provides multi-sensory, multiple media in an integrated way
Personalized instructionCost intensive, though it is decreasing
Ephemeral in nature for radio and TVEasy access to large number of peopleReuse difficultMost useful for mass deliveryDifficult to manipulate and do corrections
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Ingredients of Education Models
ContentDevelopment
• Institutions• Students
Knowledge Source
•WW Institutions• Publishers• Authors
• Lecture-Based•Web-Based• CD-Based• Video-Taped• Direct Broadcast
• Direct• Internet• Videos• Satellite• Mail
Knowledge Destination
DeliveryTechnology
AnalysisInterpretation
Translation
Quality Control
Assessment
IIIIIIIV
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Building the New Education Models
ContentDevelopment
Knowledge Source
Knowledge Destination
DeliveryTechnology
IIIIIIIV
Requires an orchestrated effort similar to that required for movie making and large musical productions.
Government
Private Investors
Regional/InternationalOrganizations
Universities
SoftwareHouses
GraphicsArtists
EducationSpecialists
Media/PressSpecialists
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UNESCO’s Holistic Approach
UNESCO seeks to develop educational solutions that effectively blend the benefits of modern technologies withthe proven qualities of classical education modes in an attempt to accelerate the buildup of knowledge societies while reducing the “knowledge divide”.
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UNESCO Deploys OSS for E-Learning in Bahrain
The Open-Source Content Management System “Moodle” has been deployed by UNESCO in the AOU branch in Bahrain.