Lifelong Learning

ELearning is a fairly recent term only coined in 2000. There are a lot of definitions on the web about eLearning. Here are some definitions found by Google, to name just a few:

1. E-learning
Learning that is facilitated by the use of digital tools and content. Typically, it involves some form of interactivity, which may include online interaction between the learner and their teacher or peers.
source: http://www.digitalstrategy.govt.nz/Media-Centre/Glossary-of-Key-Terms/

2. E-learning
Education offered using electronic delivery methods such as CD-ROMs, video conferencing, websites and e-mail. Often used in distance-learning programmes.

Source: http://www.mba.hobsons.com/glossary.jsp

3. e-Learning

The use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.Source: http://www.elearningeuropa.info/main/index.php?page=glossary

4. E-learning:

Any technologically mediated learning using computers whether from a distance or in face to face classroom setting (computer assisted learning).

Source: http://www.usd.edu/library/instruction/glossary.shtml

5. e-Learning
Any learning that utilizes a network (LAN, WAN or Internet) for delivery, interaction, or facilitation. This would include distributed learning, distance learning (other than pure correspondence ), CBT delivered over a network, and WBT. Can be synchronous, asynchronous, instructor-led or computer-based or a combination.

Source: http://www.iqat.org/glossary.php

6. E-learning

Also called CBT (Computer Based Training). E-learning is a general term that relates to all training that is delivered with the assistance of a computer. Delivery of e-learning can be via CD, the Internet, or shared files on a network. Generally, CBT and E-learning are synonymous, but CBT is the older term, dating from the 1980s. The term E-learning evolved from CBT along with the maturation of the Internet, CDs, and DVDs. E-learning also includes Internet-based Learning, Web-based Learning, and Online Learning.

Source: http://www.thecatalyst.org/resource/2006/04/21/E-learning-glossary/

7. E-Learning: E-learning is an approach to facilitate and enhance learning through the use of devices based on both computer and communications technology, including personal computers, CD-ROMs, digital television, and more. Communications technology enables the use of the Internet, email, discussion forums, collaborative software and team learning systems to enhance the learning process. E-learning may also be used to support distance learning through the use of WANs (Wide area networks), and may also be considered to be a form of flexible learning where just-in-time learning is possible. Courses can be tailored to specific needs and makes asynchronous learning possible.

Source: http://www.cmapros.com/glossary.php

From Wikipedia:

Electronic learning (or e-Learning or eLearning) is a general term used to refer to a form of learning in which the instructor and student are separated by space or time where the gap between the two is bridged through the use of online technologies.

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From the above definitions, whether from a broader or narrower view, e-learning has the following features:

1. Flexibility in time and space;

2. using of ICT (computer,internet, any technologically mediated learning)to facilitate teaching and learning;

3. Emphasize interactivity between teachers and learners.

4. aim to improve and enhance traditional teaching and learning.

With the emergence of web2.0 technologies, there is a trend towards eLearning2.0, in addtional to the above, it also has the following features:

1. dynamic: the content, the way of interaction between T-S is changing and dynamic.

2. individualized: learners can choose content and activities based upon their time, space and personal interest.

3. learner-oriented: different from the trational instructional learning, eLearning caters more for learners’ needs and more self-paced.

4. Social and collaborative: the most distinctive feature of current eLearning is that learners can learn from their peers, experts or professionals both in and out of their organizations.

it is also noteworthy that there is an emergence of two trends in the use of eLearning:

1. Blended learning: which also called “Hybrid Learning”, is a mixture of face-to-face learning with online elements.

2. Live eLearning: also called “synchronous learning” or “real time learning”, enables students from all parts of the world to come together online at the same time with a tutor who led a learning session.

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Today we talk a lot about how to prepare students for 21st century and what skills they are supposed to acquire. However, before we give high expectations to students, should we look at ourselves first? Students learn in part in watching our behavior and our actions certainly exert impact on their learnings. If we are to influence students’ capacity to contribute to the 21st century, we have to change our own and our instituions’ behavior.

This thoughts arised when I read Will Richarson’s article, URGENT: 21st Century Skills for Educators (and Others) First which has initiated around 150 comments so far. Obviously, Will’s post hit a nerve.

When we talk about making life-long learners out of our students,  it’s very ironic that some of our teachers are not learning for themselves. And it’s no surprising to find teachers or educators who talk about transforming education with technology while  hardly any trace of technology could be found in their life or work!

As critical change agents, teachers can do a lot to influence their students so as to change their own pedagogies and push forward the change in education. They don’t have to teach, they have to help their students learn and learn with them.

Learning is a growing process, not only for students, but for educators.

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In today’s session (6023), we learned how to analyse policy statement from its basic elements, e.g. problem definition, goals and instruments. A good policy statment should have the problems recognized and well-defined, goals clearly articulated and feasible instruments proposed. And also it should be internally and vertically consistent.

Then we had a little discussion about why using ICT in education. When talking about using ICT as a catalyst for educational change, Dr. Fox said there is a tendency of using the word “lever” instead of “catalyst” to describe the use of ICT in education. My team partner, Peter, then gave a very insightful explanation of the differences between those two words which I was convinced at that moment. He said that a catalyst is a chemical substance which speeds up the process but it doesn’t initiate change. However, a lever can move objects from one place to another with force which indicates a transmit and transformation.

However, after I returned home, I consulted dictionary to confirm the difference but to find a different story. Here are the definitions of those two words.

Catalyst-

1. something that makes a chemical reaction happen more quickly without itself being changed.
2. an event or person that causes great change. (from Cambridge Advanced Learner’s Dictionary)
3. an agent that provokes or speeds significant change or action. (from Merrian-Webster Online Dictionary)

Lever-

1. a bar or handle which moves around a fixed point, so that one end of it can be pushed or pulled in order to control the operation of a machine or move a heavy or stiff object. (from Cambridge Advanced Learner’s Dictionary)
2. a rigid bar used to exert a pressure or sustain a weight at one point of its length by the application of a force at a second and turning at a third on a fulcrum. (from Merrian-Webster Online Dictionary)

To my understanding, catalyst facilitates and speeds up change although itself remains unchanged. However, lever moves agent to a third point without necessarily change it. In terms of ICT used in education, whether it is a catalyst or a lever, it relies on whether it changes or transforms education or not.

ICT undoubtedly has provoked dramatic changes in the way of teaching and learning. However, doest it really change the nature of education? Or it has just pushed education to another stage without changing its basci norm. In this sense, it is more proper to say that ICT is a lever more than a catalyst in education.

Arguments are welcome.

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Today, i had the first 6023 session. This is a core and compulsory module for all ITE students. It is all about Information Technology and Educational leadership.

This is an international class. We have students from H.K., mainland China, England, Japan, Taiwan, etc. and an Australian instructor. Through the introduction in the forum via LIN(the management system in HKU), i find teachers at all levels, programmers, advisors, fresh graduates, school administrators, variety of professions.

During the session, Dr. Fox initiated a discussion about comparing ICT strategy and implementation amongst different regions and countries relating our own experience. Peter, my partner, a very nice gentleman from England mentioned his visits to schools in England, New Zealand and Australia, and concluded that strategies do matter for the effective implementation of ICT in education, but what matters more is the successful leadership in practicing them.

I quite agree with what he has said. Without capable and decisive leaders, any good strategy will turn into just a wasted paper. Leader does not only mean the top level, it could refer to people at different levels in administration. Teachers, like us, can also be leaders in our work, like we have to make strategies of learning for students and we have to learn how to organize and collaborate with workmates, etc..

Neverthless, getting more knowledge about strategies of ICT in education about countries all over the world is an exciting imperative for me to learn since this is a new field for me.

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