virtual higher education: a liberalist or humanist socialization tool ?

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TECHNOLOGY, KNOWLEDGE & SOCIETY, 2005

Alexandra Bal Maison des Sciences de l’Homme de Paris Nord, France

New Media Program, Ryerson University, Toronto

Virtual Higher Education:

A Liberalist or Humanist Socialization Tool ?

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Introduction

Many claim that information and communication technologies (ICT) have the potential to improve the quality of learning and teaching.

At the core of the discourse is the promotion of Post-Industrial and Knowledge Based societal models

“The shift into distributed learning represents key challenges for post-secondary education. Digital technologies and pedagogies can support new literacies, learning styles and abilities to prepare students for "learning a living" in the New Economy.” Robert Luke, Nexus conference 2005

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Post-industrial societal model

Learning becomes an economic growth factor • The economy is based on

•innovation and •a global market

• Based on neo-management methods :• changes in the workplace organisational models• Cooperation and reciprocity replace hierarchy and

coordination

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Skill development

Develop new types of human and cultural capital

“ (…) it is clear that employers expect university graduates to be proficient in a range of advanced skills, such as leadership and creativity. Learner-centred approaches can help facilitate students' development of advanced skills while they master the knowledge within their chosen fields”, Professor Fred Evers, Director, Centre for Educational Research & Assessment, University of Guelph. Nexus 2005 speaker

Creativity is crucial to innovationLeadership is based on Interpersonal communication

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Education has to adapt

Advance personalized learning skills that increase new individual aptitudes : Problem solving, “learning to learn”

Promote learners’ autonomy for creativity Social context for learning for leadership)

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The constructivism framework

Since constructivist practices emphasize the enhancement of

a learner’s autonomy A social context of learning

They are currently considered central to reform as they can better prepare “students for "learning a living" in the New Economy.”

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Technology as a solution

ICT are seen as a means to improve the quality of education : Can facilitate the introduction of constructivist practices in education

Personalized diverse student motivations Tools for active learning, inherently learner-centred Increase student autonomy in the learning process Virtual communities = students can learn within a social context

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The paradoxes of practice

1) Pedagogical principles are not often present in new higher education large scale technological applications.

The learner’s autonomy is assumed to be pre-existent, while it needs to be fostered (Linard, 2000)

The conceptual framework of many educational application often neglects the mental work required from the user and the gradual learning curve of the processes.

The time virtual communication require from faculty and students is not taken in consideration.

2) Few scientific evaluation of innovation can be found Most of content analysis is limited to students discussions not the whole course the educational process is not central

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A broader context for innovation

If the educational process is not central to these innovations, what is?

The significance of educational innovations can not be appreciated by a simple analysis of their pedagogical scope.

By broadening the analysis spectrum to take into consideration socio-economic contexts, implicit stakes of innovations’ implementation in education become apparent (Combès 02).

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Socio-economic analysis of higher education innovation

Incorporating actors’ strategies to the analysis of educational experiments, it is noticed that:

1. They regroup actors possessing diverging industrial and pedagogical objectives(Tremblay, 1998)

2. Virtualisation of learning is a manifestation of a certain re-industrialisation of education (Moeglin, 1999)

3. In this context, a learner’s autonomy can be a means to justify the priority given to the development of industrial learning technologies (Combès 2004)

Today: experimentation= large scale Implementation (live testing)

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1. Actors strategies

Actors with diverging objectives need to collaborate to evaluate potential implementation methodologies and usage of educational innovation (Tremblay, 1998) in a “non market” environment

External actors use education as a testbed before marketing their products to larger markets.

An educational institution = mini society, mini market simulate the professionIf technology becomes part of students professional habitus, a market share can potentially be secured

Internal actors are animated by different ideologies test and/or try to implement their different social reproduction objectives that promote non dominant values

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2. Industrialisation of education

Industrialisation = a systematic rationalisation of production practices aimed at enhancing the efficiency of a system. Also refers to the existence of a productivity and profitability tendency within a given organizational structure (Tremblay, 1998).

In North America, as early as 1876, an industrialisation process becomes intertwined with a process of technologisation of education. (Berger, 1982, p.96)

Technologisation participates to the transformation of the education system into a production system that corresponds to industrial notions of efficiency and productivity.

This system is build according to taylorian and behaviorists standards of production.

Universities’ educational mandates are amalgamated with industrial ones (Berger, 82).

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Industrial models specific to education

Higher Education industrial models are not the same as for profit models.

-Human relationships = service industries models-Disseminates culture and publicly funded= cultural industries models- “Mutualisation practices” : social interactions and actions and reaction between producers and users, which are not marketable (Grevet, 2002), unique to education

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The relationship of pedagogy to industrial models

According to Boltanski & Chiappello (01) Pedagogy methodologies tend to mirror the industrial processes of a specific time

Behaviorism= 2nd phase of liberal capitalism (50s) Liberal society = Competition is at the source of progress Economy = mass production and distribution of standardized goods CEO is in control of passive Worker autonomy of action but not thoughts Learning by objectives work in a large institution’s hierarchy

Cognitivism = rise of a 3rd phase of capitalism more humanistic in nature (70s-90s) Active society = Cooperation and reciprocity = principal factor of progress

Economy= InnovationManager in control of Innovative Worker autonomy of action and thoughts

Active learning, user-centred learning increase innovation potential

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3. human-centred models key to reform

New phase of industrialization in education

The introduction of electronic systems often comes with a desire to create a new separation and articulation between production and diffusion functions (Moeglin 98).

Neo-industrial phase= Self-service model

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Self-service model

Shift towards self-service requires hyper-autonomous consumers and workers

Constructivism= rise of a 4th phase of capitalism Neo-liberal society = Coopetition : Cooperation and reciprocity

(humanist) coexist with hierarchy and coordination (liberal) Economy= Self-service

ICT mediate Workers-client relationships= self-controlled, internalised a set values, autonomy of action and thoughts and ability to operate in a social network

Human-centred learning working in networks

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Global neo-industrial trend based on local norms

The introduction to ICT is a global phenomenon that takes different form in different societies

the local situation defines the nature and degree of evolution of the system

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Hypothesis

Technology, not learning, is central to large scale ICT implementation in Ontario universities.

Human-centered methodologies are prerequisites to the reindustrialisation of learning processes. They are simultaneously essential To a neo-industrial process based on user-centred products adaptable to a diverse client/learner base.To a mutualisation process where massification of education continues to position human interactions at the core of the educational process

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Our field of study

By analysing the implementation of blackboard in an Canadian university, we are trying to apprehend the values assigned to e-learning as a

pedagogical, industrial and social tool.

While our actors all consider ICT important to reform, their individual professional bias motivates conflicting and incompatible social and ideological finalities.

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The Ontario context

Between 1995 to 2003, Ontario universities have experience reduction in public funding of more than $1.8 billion to undergraduate programs must elimitate redundancies, cut backs and find new revenues

Double cohort: a massification process Students number are increasing while teacher

number decrease (T-S ratio: 16:1 in 94, 27:1 to 100:1 in 2004)

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An Ontario University use of blackboard

A project internal to a school regrouping various university actors testing blackboard as a portal:University administration: unified portal for access to all educational, administrative and commercial services, centralized and standardized inscription and content management system Distance education : Unified interface to all their pay per use products (virtual content + access to teacher for q&a and grading)Undergraduate programs: Unified system of management of massified education: houses content and course management tools, news and communication and hypermediated courses

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Three levels of analysis

We analysed three aspects of the actors logics: Pedagogical: Their conflicting theoretical positions affect

how autonomy is to be translated in the application Socio-economical: some actors support knowledge

globalization others active society processes, which fuels their conflicting definitions of autonomy.

Industrial: All looking for a way to standardize active learning, they rationalize the use of incompatible educational forms.

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1. Pedagogical logics

Paradoxal use of the concept of autonomy and community: defined as a constructivist concept but utilized within a behaviorist or cognitive framework.

Conflicting objectives of the virtual system: conflicting views as the system’s infrastructure and management of content (centralized or localized)

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Conflicting views: Learning as conditionment or bricolage

materialistic logic

Autonomy Limited. Individual is free to choose how to better his/her human capital. But the learner must be guided in the learning process.

Socialization Support hierarchical relationships

Objectives of virtual system

Intelligent system: individualisation of learning by objectives

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Conflicting views: Learning as conditionment or bricolage

ineist logic

Autonomy Innate ability. Learner is a bricoleur who controls all aspect of learning.

Socialization Autonomize the person, able to work independently while getting along with others. Individual is encouraged to participate to discourse and debate in order to better cultural capital.

Objectives of virtual system

Educational environment: Customized tools for self-pace learning.

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Discursive views: Learning as both conditionment or bricolage

Post-industrial logic

Autonomy Hyper-autonomous learners : Auto-controlled individuals are part of a new decentralized liberalist framework. Self-control in action and thoughts and values. Able of self-adaptation

Socialization Support “leader’ skills such as listening and discussion. Able to manage others’ work, to make connections and to lead a team.

Objectives of virtual system

Learning portal= aggregator of IC, admin and learning tools, and applications.

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Opposite system design principles

Materialistic logic

System supports Information « push »: the learner adapts to the content

Closed system: On demand distribution of standardised pay per use educational goods.

Communication Mass transmission of the same message to many. Use electronic email lists for teachers.

content Systemized and standardized design: Linear and preset content presentation and structure. Separate content. No common resources with other actors

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Opposite system design principles

Ineist logic

System supports Information « pull »: the content adapts to the « bricoleur » user.

Open system: Distributed access to personalised learning resources, communication system and learning tools.

Communication Personalized through a tutor and Indirect communication (via mass messages) with teachers and direct communication with other students via forums and email

content Tools for real time manipulation, transmission of adaptable knowledge. Shared content between actors

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Hybrid Design

Post-industrial logic

System supports A hybrid system: The user chooses the application that suits his/her motivation and objectives.

On demand and customized educational, administrative and commercial services and tools

Communication customized portal: Mass transmission of administrative and teacher messages, personalised messages from students and teachers

content Unified codification :modular and adaptable

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Obstacles

The user’s autonomy is no longer an objective of the learning process but assumed to be pre-existent

Learning is considered to be equivalent to the mechanical structure of the information and communication system. Priority is given to the structural, not the relational, aspects of learning.

Untrained labour deal with communication

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2 . socio-economical references

Why are actors interested in a technical system that does not necessarily enhance learning?

The analysis of actor’s social and economical references reveal that the social mutation they envision can not exist without a virtual educational system.

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ICT= solutions to financial problems

For administrators: Virtualization of learning allows service liberalization in education new revenues

For educators: Massification of education needs to be dealt with (how to do more with less)

Chance to introduce new objectives to education but different ideologies fuel the changes

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Global versus Active society

Evolution of the liberal model

Economy Liberal economy: Based on competition

Virtual education System that help develop world markets by selling standardised products and goods

Information A commodity to be sold at a market price

Communication Functional: Only a depersonalised type is needed to buy and trade

Learning Knowledge centred as information is the economical resource

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Global versus Active society

Brakes from the liberal model

Economy Humanist economy : Based on collaboration

Virtual education Virtual communities connecting individuals and information. No monopoly nor control of information. People are the driving force of the economy based on innovation

Information A tool used to enhance one’s knowledge

Communication Normative: interpersonal skills required to understand each other

Learning user-centred. Active consumerism, knowledge is an economical resource and people offer services.

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Global versus Active society

Neo-liberal model

Economy Neo-liberal economy: : based on coopetition (competition and collaboration)

Virtual education Self-service management system responding to the needs of different clients (departments, students). Goods and services economy

Information A commodity and a tool

Communication Both: the new liberal is able to communicate and listen effectively

Learning human-centred. Active learning and social context are key as autonomous individuals are the key economical resource.

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3. Industrial logics: Standardization of knowledge or of tools?

Three type of standardization are present: Information “push”: Creation of standards educational products for

a segmented market Information “pull”: Creation of standards educational “dialogical”

and informational tools for personalized educational experiences Digital campus: self-service portal

Digital Resources : aggregation of varied forms of content (courses, tools, news, tutorials, surveys)

Customized Services: aggregation of library, courses, management of admin and courses, purchases, course assistance

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Production chain

Products

Teacher Controls the entire learning experience - content expert - facilitate learning

Applications Programmed by specialists - Designer - Developers - Teacher - Support Pre-programmed: Tutorials/ individualized training

t-s relationship

- virtual - via content

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Production chain

Tools

Teacher Designs and facilitates the learning experience - produces content - assists student in process

Applications Designed and developed or chosen by teacher. Responsive tools

information and communication, assist in Self-directed learning. Student management. Tools, simulation, tutorials.

t-s relationship

-class lecture And/or virtual

- via content via direct communication

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Production chain

portal

Teacher Manager of the learning experience - Supervise untrained TAs

Applications Functions are broken down into different tasks. A centralized instructional design group helps the teacher develop and produce the course A technical team deals with: Centralised services, card and sale system A design team deals with: Content and course management A support team deals with support

t-s relationship

Broken into specific tasks, specialized teams work (teacher is one of the specialist who produces his/her own content) Centralised services, card and sale tracker. Content and course management

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Rationalization of teaching

In all cases: Teachers become content producer Their relationship to students decreases, direct contact

assumed by untrained labour or mass email lists Their role in the learning process becomes oriented towards

information processing. The control of the learning process goes to other players

(tutors, external experts, machine), rarely the studentThe pre-existing autonomy of the user becomes an important

predefining element of virtualisation

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Outcome

A shift in definition of teaching = an evolution of the current system and/or a response to the need of new markets based on educational

products.

Admin and undergraduate: Evolutionist approach Admin: re-industrialisation of bureaucracy Undergraduate: virtualisation of mutualisation practices

Distance education: Materialistic approach New markets for educational products to be commercialized on an

international scale. This potential of market opening depends largely on the

editorialisation and commercialisation of educational content.

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Which logic dominates?

Positioning technology at the heart of the educational system allows to ignore ideological difference of actors.

Actors implicitly give priority to economical not social objectives. Admin: Need to render the bureaucracy more efficient Undergrad: Need to decrease production and usage cost,a ccomodate mass

classes Distance ed: Need to create an environment adaptable to many disciplines.

Various logics co-exists, but system give priority to management of learning not to learning itself

Educational applications are not of quality : no resources allocated to their production and evaluation.

Evolutionist approach: teachers will better content over time

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Conclusion

The wish to the see education respond to today’s societal needs requires it’s technologisation.

An economical, not pedagogical, framework tries to legitimize the technologisation of knowledge.

The fact that learning is not the central preoccupation to these projects, explains the existence of pedagogical inconsistencies:

Non existence of highly promoted active learning methods, too difficult to standardize

Use of constructivist discourse without its pedagogical framework helps to facilitate the introduction of self-service in education

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Learner centered practices

Permits to introduce a rationalised production of electronic educational resources which allows a reduction in the cost of direct human relations (between the teacher and students).

Permits to reduce the time a teacher spend in front of a class in order to increase the time that this individual spends producing electronic based teaching material such as

self paced learning modules or online tutorials or educational experiences designs.

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QUESTION

Paradoxe: The mandate of the present educational system is to develop the intellectual autonomy of the learner. Within a virtual educational system, the learner`s autonomy needs to be pre-existent. What will the university educational mandate become?

If we move towards a virtual system where teachers are no longer directly involve in students’ learning process, who will become responsible for their autonomisation and with what consequences?