who should control education
TRANSCRIPT
Who should control Who should control education?education?
Prof. Oleg LiberProf. Oleg LiberInstitute for Educational CyberneticsInstitute for Educational Cybernetics
University of BoltonUniversity of Bolton
"Everyone has the right to education. "Everyone has the right to education. Education shall be free, at least in the Education shall be free, at least in the elementary and fundamental stages. elementary and fundamental stages. Elementary education shall be Elementary education shall be compulsory. Technical and professional compulsory. Technical and professional education shall be made generally education shall be made generally available and higher education shall be available and higher education shall be equally accessible to all on the basis of equally accessible to all on the basis of merit”merit”
Universal Declaration of Human RightsUniversal Declaration of Human Rights, , Article 26 Article 26
Education is a Human RightEducation is a Human Right
"The States Parties ... recognize the right of "The States Parties ... recognize the right of everyone to education.... Education shall enable everyone to education.... Education shall enable all persons to participate effectively in a free all persons to participate effectively in a free society, promote understanding, tolerance and society, promote understanding, tolerance and friendship among ... racial, ethnic or religious friendship among ... racial, ethnic or religious groups.... Primary education shall be compulsory groups.... Primary education shall be compulsory and available free to all... Secondary education ... and available free to all... Secondary education ... including technical and vocational secondary including technical and vocational secondary education, shall be made generally available and education, shall be made generally available and accessible to all.... Higher education shall be accessible to all.... Higher education shall be made equally accessible to all....“made equally accessible to all....“
----International Covenant on Economic, Social and Cultural RightsInternational Covenant on Economic, Social and Cultural Rights, Article 13 , Article 13
Education is a Human RightEducation is a Human Right
In UK ends at age 11, but in Denmark at age 16! In UK ends at age 11, but in Denmark at age 16!
Shared Understanding? Primary Shared Understanding? Primary Education: Education:
““Secondary schools have been Secondary schools have been generally the great disappointment of generally the great disappointment of the 20th century. They have been too the 20th century. They have been too big, too demoralised, distanced from big, too demoralised, distanced from true learning by the national curriculum true learning by the national curriculum and the hurriedness and uniformity that and the hurriedness and uniformity that it imparts, too restricting for young it imparts, too restricting for young adults. adults.
Shared Understanding? Secondary Shared Understanding? Secondary Education: Education:
““The time will come when the The time will come when the compulsory school age is lowered to compulsory school age is lowered to 14 and… more teenagers averse to 14 and… more teenagers averse to school will be coupled with an older school will be coupled with an older person as their education companion person as their education companion to introduce them to learning.” (Young, to introduce them to learning.” (Young, 2000)2000)
Shared Understanding? Secondary Shared Understanding? Secondary Education: Education:
Shared Understanding? Technical Shared Understanding? Technical and Vocational Educationand Vocational Education
……contrasted with contrasted with theory and abstract theory and abstract conceptual knowledge, conceptual knowledge, characteristic of tertiary characteristic of tertiary education. education.
i.e. not Law, Medicine, i.e. not Law, Medicine, Engineering, Dentistry, Engineering, Dentistry, Teaching, Nursing… ?Teaching, Nursing… ?
Countryside Recreation & Countryside Recreation & Tourism Tourism
Food and Drink Food and Drink
Heritage Management Heritage Management
Casino Operations Casino Operations Management Management
Golf and Sports Turf Golf and Sports Turf Management Management
Outdoor Adventure Outdoor Adventure Management Management
.... Education shall be directed to the full development of .... Education shall be directed to the full development of the human personality and to the strengthening of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship shall promote understanding, tolerance and friendship among ... racial or religious groups....among ... racial or religious groups....
Universal Declaration of Human RightsUniversal Declaration of Human Rights, Article 26 , Article 26
……Education shall enable all persons to participate Education shall enable all persons to participate effectively in a free societyeffectively in a free society
International Covenant on Economic, Social and Cultural RightsInternational Covenant on Economic, Social and Cultural Rights, Article 13, Article 13
What is Education for?What is Education for?
……for most men the right to learn is for most men the right to learn is curtailed by the obligation to attend curtailed by the obligation to attend schoolschool
… … attempt to expand the pedagogue's attempt to expand the pedagogue's responsibility until it engulfs his pupils' responsibility until it engulfs his pupils' lifetimes lifetimes
……the search for… educational webs the search for… educational webs which heighten the opportunity for each which heighten the opportunity for each one to transform each moment of his one to transform each moment of his living into one of learning, sharing, and living into one of learning, sharing, and caring.caring.
Illich (1972Illich (1972))
What does Education do?What does Education do?
Education spending is huge in the Education spending is huge in the developed worlddeveloped world
The developing world cannot match this but The developing world cannot match this but is forced to tryis forced to try
The Education system reinforces the cycle The Education system reinforces the cycle of disadvantageof disadvantage
This is systemicThis is systemic
Everyone knows that…Everyone knows that…
“…“…the computer will enable us to so the computer will enable us to so modify the learning environment modify the learning environment outside the classroom that much of not outside the classroom that much of not all the knowledge schools presently try all the knowledge schools presently try to teach with such pain and expense to teach with such pain and expense and limited success will be learned, as and limited success will be learned, as the child learns to talk, painlessly, the child learns to talk, painlessly, successfully, and without organized successfully, and without organized instruction”instruction”
Seymour Papert (1980) Mindstorms, Harvester, Seymour Papert (1980) Mindstorms, Harvester, Brighton p.9Brighton p.9
The promise of the computer:1980The promise of the computer:1980
Interactive content on CD ROM (or Videodisk, or CDi…)Interactive content on CD ROM (or Videodisk, or CDi…)
Intelligent tutoring:Intelligent tutoring:
““the acme of all the educational media if they existed” the acme of all the educational media if they existed” (Laurillard 1993)(Laurillard 1993)
The end of school?The end of school?
The end of courses?The end of courses?
All we need is more computers!All we need is more computers!
The promise of the computer:1985The promise of the computer:1985
Villemard postcard from 1910 depicting education in the year 2000; Bibliothèque National de France
The WWWThe WWW
Content distribution (and sharing)Content distribution (and sharing)
Online discussionsOnline discussions
Online assessmentOnline assessment
The end of the campus?The end of the campus?
VLEs (LMS)VLEs (LMS)
All we need is bandwidth and standardsAll we need is bandwidth and standards
The promise of eLearning 1990sThe promise of eLearning 1990s
We have the technologyWe have the technology
bandwidthbandwidth
standardsstandards
software for collaborationsoftware for collaboration
What’s the problem?What’s the problem?
Why is education so unchanged?Why is education so unchanged?
Why has Lifelong learning come to mean Why has Lifelong learning come to mean training?training?
The promise of eLearning, 21The promise of eLearning, 21stst C C
““Study the theory of a system” (Deming 2000)Study the theory of a system” (Deming 2000)
POSIWID – the purpose of a system is what it does (Beer POSIWID – the purpose of a system is what it does (Beer 1985)1985)
“…“…we have forgotten that education had any other purpose we have forgotten that education had any other purpose than to promote growth” (Wolf 2002)than to promote growth” (Wolf 2002)
It’s the systemIt’s the system
• Understand (model) the systemUnderstand (model) the system what does it do and how?what does it do and how?
• Recognise and acknowledge the Recognise and acknowledge the importance of non-formal modes of importance of non-formal modes of learninglearning
• Promote and support self-Promote and support self-organised learningorganised learning• give the people the toolsgive the people the tools
• Invert and find a new role for Invert and find a new role for institutionsinstitutions
• re-design the meta-system re-design the meta-system
What is to be done?What is to be done?
Modelling the Education SystemModelling the Education System
• Beer’s Viable System Beer’s Viable System Model (VSM)Model (VSM)
• Establish the identity Establish the identity (purpose)(purpose)
• Agree recursions of the Agree recursions of the systemsystem
• Model each recursionModel each recursion
Thre
e
Four
Five
Transformation: what is being transformed?Transformation: what is being transformed?
Actors: who effects the transformation?Actors: who effects the transformation?
Suppliers: who supplies the inputs?Suppliers: who supplies the inputs?
Customers: who benefits?Customers: who benefits?
Owners: who controls the system?Owners: who controls the system?
Interveners: who else matters?Interveners: who else matters?
Espejo, R. (1990)Espejo, R. (1990)
Establishing the identityEstablishing the identity
ExamplesExamples
T: Learner’s ability to control T: Learner’s ability to control their futuretheir future
A: LearnersA: Learners
S: TeachersS: Teachers
C: The populationC: The population
O: The communityO: The community
I: I: Other institutions – work, Other institutions – work, arts, leisurearts, leisure
National economic growthNational economic growth
TeachersTeachers
PublishersPublishers
The national economyThe national economy
The stateThe state
CompetitorsCompetitors
State
The State
Education
State
Dept
Programme
State
Institution
Dept.
State
HE
Institution
State
Education
HE
Recursion in the Education System
Recursion is importantRecursion is important
“…“…fundamental processes are causing… loss of control… fundamental processes are causing… loss of control… processes… are needed to contain explosive disorder. processes… are needed to contain explosive disorder. Management will need to work at the metasystemic Management will need to work at the metasystemic level. We can no longer afford to tinker with the internal level. We can no longer afford to tinker with the internal mechanisms of established institutions.”mechanisms of established institutions.”
Beer (1975) Platform for Change. Chichester, Wiley p.117Beer (1975) Platform for Change. Chichester, Wiley p.117
Environment
System
Mgt
Ve >> Vs >> Vm
Viable System Model (VSM)
KE Learners
Ve >> Vl >> Vt
Old Education
New EducationThe VSM and EducationThe VSM and Education
EducationManagement
Env. System Mgt
Environ-
Organization
Mgt.
4: INTELLIGENCE
3: OPERATIONAL MANAGEMENT
5: IDENTITY
4: INTELLIGENCE
3: OPERATIONAL MANAGEMENT
5: IDENTITY
MA
A
MB
B
Rules & Resource
bargain
2: coordination3*: monitoring
3: OPERATIONAL MANAGEMENT
Three
Four
Five
3. Control
5. Policy
4. Strategy
The Full Viable System Model
Three
Four
Five
3. Control
5. Policy
4. Strategy
Variety
Var
iety
How the Education System attenuates How the Education System attenuates variety: knowledgevariety: knowledge
Implied stability of knowledgeImplied stability of knowledge
Knowledge divided into academic Knowledge divided into academic subjectssubjects
Institutions into subject based Institutions into subject based departmentsdepartments
Subjects into coursesSubjects into courses
Courses have linear curriculaCourses have linear curricula
Curricula into lessonsCurricula into lessons
How the Education System attenuates How the Education System attenuates complexity: institutions & peoplecomplexity: institutions & people
Sectors are similarSectors are similar
Institutions are similarInstitutions are similar
People are similarPeople are similar
grouped by ‘ability’grouped by ‘ability’
attend lessonsattend lessons
learn contentlearn content
tested on content before tested on content before they can move to the next they can move to the next coursecourse
Systemic implicationsSystemic implications
What?What?– Syllabuses require Syllabuses require
transmissiontransmission– Courses require timetablesCourses require timetables– People are partitioned by People are partitioned by
lessonslessons
Why? Why? – It simplifies mattersIt simplifies matters– It works (so far)It works (so far)– It is the way it has always It is the way it has always
beenbeen
Pedagogic limitationsPedagogic limitations
People have unique histories, People have unique histories, aptitudes and desiresaptitudes and desires
People have different learning People have different learning approachesapproaches
People have different time People have different time availabilityavailability
Designed for transmission of Designed for transmission of pre-defined contentpre-defined content
Difficult to organiseDifficult to organise– Individualised learningIndividualised learning– Small group learningSmall group learning– Problem based learningProblem based learning
The costs of traditional educationThe costs of traditional education
Difficult to develop Difficult to develop process skillsprocess skills
Team skills, problem Team skills, problem solving skills, creative solving skills, creative skills, conversational skills, conversational and social skills and social skills
Overspecialisation Overspecialisation
No space for polymathsNo space for polymaths
ExamplesExamples
Framework for evaluating e-LearningFramework for evaluating e-Learning
VSM to model teachingVSM to model teaching
Identify key amplification/attenuationIdentify key amplification/attenuation
Propose technological interventionsPropose technological interventions
Env.
Students on a courseStudents on a course
3. Delivery
4. Development
5. Steering
Negotiation 2. Co-ordination3* Monitoring
Self-organisation
Teacher
Learner
Proposed criteriaProposed criteria
3.3. How does negotiation of learning take place?How does negotiation of learning take place?
2. 2. How can a unit of learning be structured sequentially and / or How can a unit of learning be structured sequentially and / or hierarchically over time? What facilities are there to organise hierarchically over time? What facilities are there to organise learners in a variety of ways in the module (whole group, small learners in a variety of ways in the module (whole group, small groups, individuals)?groups, individuals)?
3*.3*. What facilities are there to monitor the success of the unit of What facilities are there to monitor the success of the unit of learning as it runs?learning as it runs?
What can learners do on their own, outside of the purview of the What can learners do on their own, outside of the purview of the teacher? teacher?
4.4. To what extent is it possible for the teacher to adapt the module To what extent is it possible for the teacher to adapt the module structure once teaching is underway?structure once teaching is underway?
Britain & Liber (2004) A Framework for pedagogical evaluation of Virtual Learning Environments. JISC Britain & Liber (2004) A Framework for pedagogical evaluation of Virtual Learning Environments. JISC Report Report http://www.jisc.ac.uk/uploaded_documents/VLE%20Full%20Report%2006.dochttp://www.jisc.ac.uk/uploaded_documents/VLE%20Full%20Report%2006.doc
ExampleExample
Personal Learning EnvironmentsPersonal Learning Environments
Start with the whole person as a viable Start with the whole person as a viable systemsystem
Identify where new technological Identify where new technological interventions can help amplifyinterventions can help amplify
Join up fragmentsJoin up fragments
Multiple learning contextsMultiple learning contexts
Course 1 Course 2 Course 3
Our Student
Joining up the fragmentsJoining up the fragments
Env.
Student on many coursesStudent on many courses
3. Self-delivery
4. Self- Development
5. Self-steering
Negotiation
Co-ordination
Monitoring
Self-organisation
Env.
Delivery
Development
Steering
Self managementSelf management
Negotiating Learning: Negotiating Learning: – Commitments to different activitiesCommitments to different activities
Coordinating courses:Coordinating courses:– Managing time, scheduling, resources, materials, colleagues, Managing time, scheduling, resources, materials, colleagues,
reading, activities, making overall sensereading, activities, making overall sense
Monitoring:Monitoring:– Am I making progress on each course as I expected? - reflectionAm I making progress on each course as I expected? - reflection
Self-organised collaborationSelf-organised collaboration– Finding synergy between courses & activitiesFinding synergy between courses & activities
Development:Development:– New courses? New materials? New colleagues? Where next? New courses? New materials? New colleagues? Where next?
PDPPDP
University
VLE
University
VLE
Provider
VLE
Social networksWebKnowledge
Per
sona
l tec
hnol
ogy
University
Serv-ices
University
Serv-ices
University
Serv-ices
Social networksWebKnowledge
Per
sona
l tec
hnol
ogy
Serv-ices
Personal technology
Real Possibilities?Real Possibilities?
University as service?University as service?
Customers or apprentices?Customers or apprentices?
Separate teaching and certification?Separate teaching and certification?
different productsdifferent products
Encourage and nurture inquiryEncourage and nurture inquiry
Inquiry-based learning at the Inquiry-based learning at the workplaceworkplace
Ensure high level interoperabilityEnsure high level interoperability
provide information, not toolsprovide information, not tools
Use models and real data to manage our Use models and real data to manage our workwork
no more blameno more blame Co-educate
Universities and studentsUniversities and students
Are learners part of the institution?Are learners part of the institution?
Is the learners part of the institution’s Is the learners part of the institution’s environment?environment?
Are institutions part of the learners’ Are institutions part of the learners’ environments?environments?
Are all these “true”?Are all these “true”?
How do they affect the design of technical How do they affect the design of technical systems?systems?
Challenge for institutionsChallenge for institutions
What is their purpose given What is their purpose given modern information modern information environment?environment?
Re-think education – all Re-think education – all recursionsrecursions
Make lifelong learning realMake lifelong learning real
Promote and facilitate self-Promote and facilitate self-organised learningorganised learning
Institutional inversion (Illich)Institutional inversion (Illich)
Full deschooling?Full deschooling?
100% self organised online100% self organised online
Resourced how?Resourced how?
The digeratiThe digerati
New elites… same elites?New elites… same elites?
Return to participative education - WEAReturn to participative education - WEA
State operate as metasystemState operate as metasystem
Democratic control over our futuresDemocratic control over our futures
AlternativesAlternatives
“We are plagued by misconceptions about learning that stem from thinking that schooling is synonymous with education” (p162)
Gordon Pask (1982) Microman. London, Century
The daunting challenge of achieving a sustainable society in the coming decades demands a wholesale and urgent reorientation of educational vision and practice.
Sterling, S. (2004). Whole systems thinking as a basis for paradigm change in education: Explorations in the context of sustainability. Ph.D. thesis, University of Bath. Retrieved February 28, 2005 fromhttp://www.bath.ac.uk/cree/sterling.htm.