1. A model for e-education: Extended teaching spaces and extended learning spaces Insung Jung and Colin Latchem

2. Contents What ICT can do to education? The reality The term e-education Revisiting education Extended teaching and learning spaces Discussion Conclusion

3. What ICT can do to education? ICT has the potential to revolutionise the classroom by facilitating moves from rote learning and shallow coverage of content to the acquisition of such higher-order skills as problem setting, questioning, organising, evaluating and generating knowledge (p. 6) enable teachers to make presentations using motivating and informative multimedia and facilitate active learning in individuals with different needs. (p. 6) the technology could promote innovative teaching and learning, constructivist activities among students, and collaboration among teachers. (p. 7)

4. In reality the goal of ICT integration in schools is far from being universally realised. (p. 7) ICT had only been a catalyst for change and improvement in a very few schools (p. 7) ICT remained a marginal force in the education of 512 year-olds in the USA, Scotland, and England. (p. 7) USA, Scotland, and England: ICT adoption fails to take account of the complex cultural, psychological and political characteristics of schools. (p. 7)

5. In reality (CONT.) Australia: while there had been integration of the technology in schools, the question of ICT-based pedagogy remained largely unaddressed. (p. 7) Turkey: despite the generous provision of ICT there had been no educational change or learning improvement in Basic Education Programme in which ICT was supposed to play a central role. (p. 7) Trucano (2007) reveals there is little evidence of its positive impact on learning outcomes. (p. 7) Clark and Feldon (2005) argue that the pedagogical and motivational superiority of multimedia learning has not been supported by the research findings. (p. 7)

6. The term e-education Teaching e-education Learning e-learning m-learning flexible education distributed education blended learning virtual learning

7. Revisiting education TextProgressive education VS Back to basic Progressive education Learner centred Learning should come through experience rather than by means of drill and practice The 21st century learning and lifelong learning Higher order learning skills Discovery learning and constructivism Active learning Interaction in learning Back to basic Teacher centred Banking concept of education Passive learning Students receive, file, and store information and knowledge from the teacher. Didactism or to teach Text

8. Revisiting education EDUCATION Training Instruction Initiation Induction Concerned with skills acquisition, e.g.: pronounce and write words, handle tools, make and repair things, etc. Concerned with information acquisition, e.g. : learning facts or history, rules of grammars, basic maths, categorising, etc. Involves familiarisation with social values and norms. Involves introduction into thought systems and arriving at personal relationships and judgments.

9. The model

10. Extended teaching spaces Liberation (Induction) Making connections with places, people, knowledge, ideas, and artifacts. Tools: the Internet, online forums, wikis, blogs, and other forms of exchange Facilitation (Initiation) Offering assistance in interpreting the needs, understanding the instructions and criteria, and mastering the new materials and methods. Greater need for facilitation in initiation and induction where learning objectives are not specified. Tools: self-paced computer-based tutorials, online helpdesk, e-mail, conferencing, chat, and discussion board. Execution (Training and Instruction) Providing learners with knowledge and skills, setting learning tasks, and defining outcomes, albeit in more diverse and individualised ways. Working, assessing, grading, and giving feedback can be done asynchronously, anywhere, and anytime Tools: powerpoint and other multimedia devices, schoolnet, webquest, etc.

11. Extended learning spaces Construction With or without support from their teachers, to work independently or in teams, learners create original ideas, products and processes, identify trends and predict possibilities. Application Learners, individually or collaboratively, plan and carry out research, manage projects, and solve problems using digital tools and resources. Apply previously learned ideas and methods to new areas, critically examine sources and evidence, develop hypotheses, make judgments, and arrive at conclusions. Acquisition Acquire knowledge, information and skills through a vast repository of multimedia resources available on the Web and elsewhere and through face-to-face, online interaction and collaboration with others. Develop knowledge and understanding and experience the excitement of discovery. Develop research and information fluency through planning enquiries, utilising digital tools to gather, organise, analyse and synthesise information from a variety of sources.

12. Reflection and dialogue Reflection Active, careful and persistent examination of beliefs or purported forms of knowledge and the grounds supporting these, is central to learning, both by teachers and students. A means of refining artistry or craft in specific disciplines and enabling beginners in these disciplines to recognise consonance between their own practices and those of successful practitioners. Helps break through the hard shell of tradition which encases many deeply rooted and emotionally charged beliefs Dialogue Dialogue in the form of teacher student and studentstudent interaction tests and negotiates ideas, verifies learning, provides feedback, and constructs and expands knowledge and understanding. Compared with conventional face- to-face education, the extended teaching and learning spaces make possible all kinds of dialogues with all kinds of counterparts.

13. Questions to reflect Q1: At the beginning of the paper, the authors mentioned findings from research that the integration of ICT in schools if far from being universally realised. With this in mind, how confidence are you that the model will give positive impacts on learning outcomes given that the model is applied in your own context? Can you find other factors that might be relevant but not included in the model? Q2: Given the model of e-education presented in the paper, how far do you agree with the model? Can you find the strengths and weaknesses of the model?

14. Conclusion This model is expected to help the conceptualisation of, guidance principles for and research into e-education. The model attempts to reconcile and apply theories and best practices by real teachers and provide a simple guide to show busy teachers how ICT can enable their students to acquire knowledge, skills and attitudes through discovery, dialogue and reflection. This model may well still require refinement and elaboration. For example, more attention may be needed to the interconnectedness of the learning and teaching spaces, means of reflection and dialogue, how various platforms and tools best support the extended teaching and learning activities and possibly, an extended time dimension.

15. The End