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Constructivist Constructivist PPedagogy edagogy As Opposed As Opposed ToTo FFrontal rontal TTeachingeaching

Dr. Bálint Magyar Minister of Education

10thNetties 2004 Conference and Exhibition, 27-29. October 2004, Budapest

European Association for Telematic Applications (EATA) in association with the Hungarian Ministry of Education and

Ministry of Informatics and Communications

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Accelerating time

5% of the existing professions change in every five years

5% decrease in the professions not based on knowledge of info-communication technology in every two years

Existential perspectives of professions not based on ICT knowledge move around the average minimal wage

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Features of change in knowledge

Learnt professional skills become outdated within 10 years

32 times more increase of relevant information linked to the given profession in the Internet every year

The number of Internet connections doubles every year

Continuous increase in broadband

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Output Requirements

The requirements of the knowledge-based society: Knowledge is a tool, and not a goal Competencies:

Foreign language Computer skills Social competencies Competence of continuous studying

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Informatics

Information Technology

Info-specialist

Rigid, limited knowledge

Teaching

From Information Technology to Digital Culture

Digital Literacy

Digital Culture

User

Flexible, frontier-less

Mentoring

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Constructive educational environment

Industrial society Knowledge-based society

Facts, data, rules Skills and Competencies

Transfer of closed, final, textbook-knowledge in one occasion

Lifelong learning knowledge-networks

Fixed, homogeneous team- studying method

Flexible, heterogeneous team- studying method (individual-centred education)

Frontal pedagogy „Constructivist” education

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Learning in 21st century

Interactive process, Knowledge building community, Learn and share at the same time, Increasing equality and understanding, Altering the whole infrastructure of teaching.

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Sulinet Digital Knowledge Base

Former initiatives Educational content of Sulinet webpage Digital classes (static HTML content)

Aim: to provide extensive digital content for each knowledge area at levels 7-12 within 2 years

LCMS (Learning Content Management System) framework system

Content - proposals

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Digital Content Service

Sulinet Digital Knowledge Base Digitalized teaching materials for K 7-12 covering the

whole curriculum 8 subjects Examples, animations, demonstration films Supplementary data bases, background information Methodological assistance, lecture drafts Opportunity for individual editing and content forming Forum, chat, collaborative opportunities

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What is SDKB good for?

Teacher Utilization of lessons (learning objects) and collections in

class Consultation, restructuring of the subject and lessons Utilization of learning objects (pictures,

animations,etc…) e.g. for presentations in class Cooperative work in class or project task Team or individually developed output (working group)

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What is SDKB good for?

Student Working types in class Individual learning Background for preparation (home essay,

presentations etc.) Collaborative, cooperative learning Content development individually or in

cooperation (working group)

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Classic and digital pedagogy

A. Paper-based and multimedia curriculum and knowledge base

B. Types of learning organization: the structure of curriculum in linear and feedback system

C. Teaching metodologies in traditional and informatic educational environments

D. Learning-monitoring, evaluation, assessment, exam in traditional and informatic educational environments

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A) Paper-based and multimedia curriculum and knowledge base – 1.

Traditional curriculum storage aspect

Sulinet Digital Knowledge Base

(SDKB)1. Fragmented knowledge-

elements2. Knowledge-elements can

not be connected, and moved.

3. Widening is potential,4. Disciplinar knowledge

aggregation in unreal environment.

1. Intellectual infrastructure of constructivist pedagogy.

2. Partial units can be set out, and put to other databases,

3. Continouos dinamic widening,4. Helps practical „know-how” of

knowledge attainment.

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A) Paper-based and multimedia curriculum and knowledge base – 2.

Traditional curriculum storage aspect

Sulinet Digital Knowledge Base

(SDKB)•Traditional archive•Describes and stores limited

knowledge-units. Search the base of limited number of subject heads.

•There is no integrated structure, knowledge material is „mass”.

•Delegates the disclosion of connections to the user.

•Store and retrieval can be customized

•Built on all-round connections of open knowledge-units

•Suggests knowledge-attainment ways of long standing,but new ways can be established as well.

•Effective knowledge-management: signing the ways of cognition = structured information-aggragation + cognitive structure

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B) Types of learning organization: the structure of curriculum in linear and feedback system

Linear curriculum organization

Feedback curriculum organization

Descriptional structure: curriculum contains knowledge in the form of cognition

Logical structure: information lives through its network.

Static sectorial and subject aspect

Interdisciplinar aspect

Self-aimed, lexical knowledge Authentic, relevant knowledge

Linear learning-organization „Just in time” learning.

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C) Teaching metodologies in traditional and informatic educational environments

Traditional educational environments

Digital educational environments

Transmission of closed, lexical, knowledge-block that becomes quickly out of date

Self-aimed „prestige-knowledge” – stabilizes social differencies. The possesion of knowledge sources determines success and social mobility.

„Quize excercises”: errodation of classic literacy, turns into mass-literacy

Open, stabil, ready-to-use, situational knowledge.

Development of competencies – anyone can access knowledge-sources, no one can be excluded out of knowledge.

Important competencies in „working life”: teamwork, discussion, project: research, processing and presentation – „situations of life” in schools

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D) Learning-monitoring, evaluation, assessment, exam in traditional and informatic educational environments

Traditional assessment environment

Digital assessment environment

Tests in subjects Examination of competence, proficiency and literacy cannot be connected to one subject.

Summative assessment dominates

Formative and diagnostic assessment

Rare assessment occassions: „topic-closing”, semester summary, script

Rutin performance-assessment integrated in every-day-education

Making test-versions is difficult, and the level of them differs often

Individual tests easily, quickly and dependably – from a databank of calibrated excerscises.

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Teacher training

In-service teacher training and incentives for purchasing computing instruments: Spring 2004: ICT training for 10 000 teachers 2004 – 2006: ICT training for 30 000 teachers

for competence based education combined with incentives for purchasing computing products

Sulinet Expressz tax allowance

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Ensuring internet access

„Public utility” Internet network 2005. Organized by the Ministry of Informatics and Communications

Every public institution will be equipped with broadband Internet acess

Migration of 2301 ends done Further 1000 ends connected until the end of

2004 5500 institutions of public education (until 2005)

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Ensuring internet access

Establishment of local networks First part of 2004 – providing 300 wireless

network to secondary schools through a call for proposal announced by the Ministry of Informatics and Communications

Further ax. 300 wireless network for secondary schools in 2005

Satellite network in 600 separated/or neighbouring country institution (2004)

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Establishing ICT infrastructure

Increase the number of computer labs NDP Regional Operative Program 2.3 (12,2 bn Ft) Phare program (4,8 bn Ft) SuliNet program Innovative Schools (0,3 bn Ft) Decentralized proposals (0,3 bn Ft) Digital trolley program 2004 (3,3 bn Ft) From 2005 normative support for informatical

developments (4,5 bn Ft/year) 120 - 130.000 new multimedia PCs until 2006

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ICT means in education

Mobile, digital presentation tool („digital trolley”)Content:

1 laptop 1 projector Amplifier, speaker,microphone VHS, DVD Keeping box

Digital suitcase: laptop + projectorDigital trolley and suitcase in all secondary schools

Responsible for this project: Ministry of Informatics and Communications.

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Other use of digital technology

Administration Learning organization Monitoring Market based digital document dissemination

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Thank you for your attention!