Management for sustainable education

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6 Νοε 2013 (πριν από 4 χρόνια και 7 μέρες)

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Management for sustainable education

Don Passey
, Senior Research Fellow, Co
-
Director, Centre for Technology Enhanced Learning,
Department of Educational Research, Lancaster University, UK, Vice
-
Chair, IFIP WG3.7


Denise Leahy
, Associate Professor, School of Computer Science and Statistics, Trinity College
Dublin, Ireland


Anna
Grabowska
, E
-
learnin g specialist, PRO
-
MED sp. z o.o. , Head of Autodesk Training Centre
,
Gdansk University of Technology,
Poland, A
dvisor for U3A online, Vice
-
Chair, IFIP WG3.6


Roumen

Nikolov
, Professor, Chair of Department of
Computer Science,
UNESCO Chair of ICT in
Library Studies, Education and Cultural Heritage, University of Library Studies and IT, Bulgaria


What makes education sustainable?


What makes sustainable education manageable?


How does e
-
learning support the management of sustainable
education?


Introduction


Managing sustainable education will rely on ways to
consider roles and contributions of three key curriculum
elements
: the formal (classroom) environments; the non
-
formal (after
-
school and society) clubs and activities; and the
informal (out
-
of
-
school, home and other location) endeavours
chosen as and when desired


Universities are regularly reviewing their curriculum,
assessment and certification procedures

to consider how
different forms of online courses and blended courses can be
offered


Emerging factors and contexts


Many countries are concerned that assessment practices not
only offer summative perspectives but also support future
progress and longer
-
term aims linked to school
improvement



Many countries are exploring aspects of data handling and
their wider use
, evidenced by recent papers relating to
developments in Germany
and
in
Australia,
for
example


Different forms of e
-
learning technologies and practices now
allow policy makers at national, regional, local and school
levels to consider forms of blended models

that might better
suit and benefit different groups of learners, rather than
needing to provide a single model for all

The importance of blended
education models


Online communication enables interaction where cultural,
ethnic or social conditions are not important when certain
factors are accommodated
, such as the language of
communication


Private tutoring is increasingly sought by parents


Digital resources are increasingly bought by parents


An international portal for parents
, raising awareness of
opportunities available and points about safety and security,
is not yet in place


Learning environments and their
efficacy


Employment factors should be considered by schools and
education providers
: young people are likely to be involved in
a series of ‘vocations’ in their lives


Portals
offering advice and
guidance to students
, about
access
to online facilities to suit short
-
term and long
-
term
interests, highlighting the
importance and roles of project
-
based as well as classroom
-
based
activities, and how
forms of
e
-
learning
allow access
to
others are only locally available


Vision and leadership are critically important



for all
stakeholders


Online
methods to ask parents routinely about their
experiences
, values, and how they perceive future needs in
terms of
education are not in routine use

Long
-
term and short
-
term needs


Teachers, managers, students and all engaged in education

will need evolving ICT skills


They will need:


Advice about the range of e
-
learning opportunities and the ICT
skills needed,

how these work in ways to suit different or
preferred pedagogical styles, in different settings, to engage
with the three elements of the curriculum


formal, informal,
and non
-
formal


An ability to

support different blended models of education and
learning


An understanding of e
-
portfolios in the
future


The importance of ICT skills


How ICT facilities can be used to “manage the business

-

monitor
cost
effectiveness;
meeting incoming and outgoing
costs; monitor performance and achievement of students and
teachers; how data can focus on aspects concerned with
improvements; provide access to examples of managing
unfamiliar situations, including a balanced blended curriculum


Employers should be asked about skills

needs, how they
perceive value in education and how they see future
prospects and needs for ICT skills

ICT skills for managers and
employers


Changing factors imply the need for lifelong and
intergenerational learning approaches

to education and
training


Analysing barriers to engagement with learning
faced by
older
adults is a key need


Seeking examples of good practice
in engaging hard to reach
older adults from national, European and international
sources is at an early stage of development

The importance of
intergenerational learning


Exploring the role of intermediary agencies, organisations
and individuals

in supporting older people to take
action is a
necessary on
-
going requirement to support management
approaches


There is a need to develop
face
-
to
-
face and online training
for learning
providers,
both paid and
voluntary


T
here is a need to develop

advice and guidance for
intermediaries
to support advocacy for
learning


Factors affecting intergenerational
learning practices


Questions and points raised

Discussion


Management of educational
organisations

(physical , blended,
virtual): schools; universities; vocational training institutions;
governmental and international
organisations



Educational content management:
organisational

content
management; global open educational resources management


Educational knowledge management:
organisational

knowledge management;

global knowledge,
research,
best
practices and innovation management; learning analytics


Educational communication management:
intranet
communication; communication with stakeholders; social
networks; communities of practice

Discussion summary
-

The role of
ICT for sustainable education
management

Discussion

Our 3 key recommendations:


1.
Explore internationally uses of blended education models and ICT
-
based
models for
educational
organisation
, content, knowledge and communication
management ,and make
these accessible to individual stakeholder groups


parents particularly, but also school and
educational managers, teachers, advisers and politicians

2.
Explore the ICT skills needed by each different stakeholder group to engage with and support
education and make these widely accessible in the context of lifelong learning

3.
Explore evolving practices of intergenerational learning and make accessible how digital
technologies are needed by, and can be used to support practices across, generations