All Ireland Society for Higher Education
| Name: | Arnedillo Sánchez , Inmaculada |
|---|---|
| Email: | Macu.Arnedillo@cs.tcd.ie |
| Institution: | Trinity College |
Savage, Tim, Tim.Savage@cs.tcd.ie Tangney, Brendan, Brendan.Tangney@cs.tcd.ie
There is growing consensus that Higher Education institutions
need reforms in order to meet the challenges of the knowledge
society and its citizens[1]. As part of the ongoing examination
of HE the role of teaching and learning is under scrutiny. In
particular there is a strong emphasis on developing new ICT
related pedagogy [2]. However in accepting that ICT provides
opportunities to bring to HE less `conventional' learning
experiences, we must remember that "the model of good learning
remains the same as it has done for centuries: we learn by doing
and making, being guided gets us there quicker than guessing our
way, we need delight, passion and a sense of audience to engage
us with some sense of progress to stoke our self esteem" [3].
This paper examines three ICT tools being used in HE, namely
Virtual Learning Environments (VLE), wireless laptop computers
and robotics and asks whether ICT is being used to replicate what
we already do or to innovate in manners to address issues raised
in [1]. The use of VLEs in HE is rapidly becoming the norm while
the spread of wireless technology is not far behind. The use of
robotics, as described here, is a radically different approach to
using ICT to support collaborative, constructionist learning. The
analysis of all three technologies draws heavily on the authors'
experience over 4 years in running an MSc in the area of
Technology and Learning.
Possible models for the use of VLEs in HE include the Content +
Support, Wrap-around and an Integrated Model [4]. Of these the
"Content + Support" is predominant in the Irish HE scene. Whilst
affording advantages in terms of flexibility of time and place,
sharing of resources etc., [5], it is very akin to traditional
teaching - a static body of content, supplemented by tutorials
and low online interaction, [4]. This paper looks at how
threaded discussions within a VLE can be used to support high
order thinking.
One of the many `justifications' that supports the inclination
towards wireless laptop computers could very well be the
distinction made by the German philosopher Martin Heidegger
between things " present-at-hand" and things "ready-at-hand".
While technology remains `imprisoned' in computer labs and
physically segregated from the learning environment the prospect
of its utilisation in learning processes remains somewhat
hindered. The authors recount their experiences of students
having laptops "ready- at-hand".
A less conventional, but we would argue, very beneficial way of
using ICT in HE is through the use of programmable, Lego,
robotics [6]. When set within a constructionist paradigm it
enables students to create and program artefacts which "can be
shown, discussed, examined, probed and admired". In effect they
can exercise Information Age Skills developing what Papert calls
"an object to think with"[7]. The authors' experience with this
approach is recounted.
In conclusion this paper argues that we must look beyond the use
of ICT in HE to support what we already do and progress to more
creative ways of employing ICT for teaching and learning in HE.
References:
1. Johnson, D.J., Education Needs to Adapt to a Changing
World, in International Herald Tribune. 2004: Paris.
2. Higher Education Authority, Creating Ireland's Knowledge
Society: Proposals for Higher Education Reform. 2004,
Higher Education Authority: Dublin.
3. Heppell, S., Student Revolution. 1999, Ultralab.
4. Mason, R., Models of Online Courses, in Networked
Lifelong Learning: Innovative Approaches to Education and
Training Through the Internet, L. Banks, C. Graebner, and
D. McConnell, Editors. 1998, University of Sheffield.
5. The National Committee of Inquiry into Higher Education,
Higher Education in the Learning Society. 1997.
6. Savage, T., Arnedillo Sánchez, I. and B. Tangney, Using
Robotic Technology as a Constructionist Mindtool in
Knowledge Construction. 2003.
7. Papert, S., Introduction by Seymour Papert, in
Constructionist Learning, I. Harel, Editor. 1990, MIT
Laboratory: Boston.
(Abstract ref: #27.)