New Learning of Adults in the Information and Knowledge
Society
Wolfgang Schinagl
(Economic Chamber of Styria, Austria
wolfgang.schinagl@wkstmk.at)
Abstract: New Learning in analogy to New Economy means a new
paradigm of learning. Old Learning was learning with a continuous learning
history in mind. New Learning means, that the continuity of a learning
history is stored in a computer memory and can be quickly accessed. The
external storage generates a better and more precise continuity of individual
historical learning experiences and shifts the focus of cognitive energy
to cognitive creativity. If knowledge is managable as the new discipline
knowledge management offers, this new approach will make sense.
Keywords: New Learning, eLearning, Knowledge Management, Self
Learning, Cognitive Creativity
Categories: K.3.1, K.3.2, K.7.3
1 Approach to the New Learning Paradigm
The information and knowledge society of the 21st century will bring
out a new learning paradigm, which is called New Learning (NL). NL is the
consequence of practical and theoretical developments in a multidisciplinary
field of sciences. Computer science is no doubt the most successful science
for learning with its practical information and communication technologies
(ICT) and applications. But the economy was enriched by the computer and
the World Wide Web, which resulted in the "New Economy". In analogy
to the "New Economy" the term "New Learning" has been
chosen. In the case of the "New Economy" the Web has brought
out the Dot Coms and the idea of the globalization of business and commerce,
where each company is only one mouse click away from you. This is of enormous
economic relevance for the business-to-business market, which means to
share the workforce on a global basis. Now we are moving to the information
and knowledge society, which means that we are sharing our knowledge on
a global basis. The consequence is that knowledge is shared between individuals
and virtual teams in conjunction with knowledge management systems.
Today the World Wide Web is the main catalyst for the progress in learning
methodologies and applications. Computer assisted learning, computer based
training, distance learning, tele-learning, web based training and high-level
knowledge management eLearning platforms are practical tools for the NL.
Today eLearning tools are integrated into standard software, like Microsoft
Office XP (Experience)
with its PowerPoint 2002 function of online or on demand broadcasting
of slides in combination with streaming video and audio over the Web.
In Europe eLearning is also a policy within the eEurope programme of
the European Union. According to the Lisbon European Council, held on 23
and 24 March 2000, the eLearning initiative addresses the effective integration
of ICT in education and training. eLearning seeks to mobilize the educational
and cultural communities, as well as the economic and social players in
Europe, in order to speed up changes in the education and training systems
for Europe's move to a knowledge-based society. The objectives of the eLearning
initiative are:
- the acquisition by the citizens of Europe of the confident use of the
new tools for accessing knowledge and the widespread development of a "digital
literacy", adapted to different learning contexts and larger groups;
- getting the innovation potential of the new technologies to work for
the development of teaching practices and the requirements of lifelong
training. A new learning environment can be created which favors autonomy,
flexibility, decompartmentalisation of subject areas, establishing contacts
between centers of culture and knowledge and facilitating access by all
citizens to the resources of the knowledge-based society.
The eLearning initiative is based on four main lines of action:
- Equipment (multimedia computers with access to digital networks, goal
for 2004 in Europe's schools: 5-15 users per multimedia computer)
- Training at all levels (focus on the skills how to use the new technologies
in learning; new types of relationships between students and teachers;
new skills for initial and continuing training; new ways of training needs
analysis for vocational training to get the qualifications of workers in
industry and services)
- The development of good quality multimedia services and contents
- The development and networking of centers for acquiring knowledge (universities
have already started with web based training )
Instead of reading books, solving exercises with paper and pencil, viewing
and listening lectures, participating in classroom discussions the learners
of the 21st century are communicating, interacting and transacting with
computer-mediated networked devices like PDAs, mobile phones, Bluetooth
devices, UMTS phones, game consoles, notebooks, desktop PCs, access points
and information kiosks. In the near future every device with a display
will be connected to the net and therefore will have an attribute of a
learning platform.
On the theoretical level the NL will be focused on the new evolutive
scientific paradigm, which emerged in the second half of the 20th century:
The evolutive dynamic scientific thinking is not restricted to biology
and biochemistry but is towards a universal model for all new sciences,
e.g. cognitive science, neurobiology, second order cybernetics, philosophy
of mind, artificial intelligence, social psychology, cross culture psychology,
sociology, neuro-linguistics, philosophy of self-organization, newer evolutionary
theory, game theory, decision theory, artificial
life, robotics, virtual reality and "theory of everything".
The new way of thinking and learning is determined by the evolutive cognitive
creativity of the human as a cyber-organism - the individual integrated
in collaborative multidisciplinary teams. Cognitive creativity is the nucleus
of the new learning paradigm.
2 Self-learning, eLearning, New Learning and Cognitive Creativity
Self-learning (learning while alone, using one medium, e.g. book or
private teacher) or one-to-one learning gets a new meaning by the use of
ICT. In ICT-learning or eLearning the medium is substituted by the networked
computer device and its applications. eLearning is individual self-learning
with lots of advantages for the learner, e.g. the higher density and differential
variety of interaction between learning content (knowledge) and learner
in comparison to group learning (classroom learners).The individual learning
with a real private teacher means that the main function of the teacher
is an interaction manager between the content and the learner.
What are the different communication, interaction and transaction strategies
of the interaction manager to achieve a learning success? Interaction means
to discuss, to surf through the World Wide Web with more or less explicit
goals. Transaction means to fulfill a specific goal, e.g. an ordering process
for a product including processing the logistics from receiving the product
against paying for it with a bank transaction. In the year 1994 we have
set up the Interactive Information Center in Austria, which is a vocational
training center of the Styrian Economic Chamber, where the trainees had
to be learn basic skills which is now known as the ECDL (European Computer
Driving License: email, surfing, searching, basic IT concepts, office applications).
Today I would rather set up a Knowledge Transaction Center, which is a
connection center to knowledge provided by virtual teams, real experts
and computers (AI expert systems). This connection center is commercially
known as ASP (application service provider), e.g. the new language translation
functions in Microsoft Word XP 2002, where if the phrase cannot be translated
it is automatically routed via the Web to real humans who solve the task
for the amount of US$ 50.
The goal for every learner is to apply and use the content practically
like an expert or a master. An expert has deep knowledge and is able to
solve new problems. A master is an expert with full integration of concepts,
values and judgments and is able to apply this knowledge ad hoc in a variety
of new situations. In self-learning (learning while alone) the role of
the interaction manager is virtual and internalized into a private, individual
learning ritual. In eLearning the role of the interaction manager is done
by a computer program which uses implicit or explicit learning theories.
Today the advantages of eLearning with multimedia content, animation,
simulation, high-speed web and database access over networks, learn tracking,
knowledge tracking and other strategies are commonly evident. The disadvantages
of eLearning are the lack of real personal interaction with group dynamic
effects.
New Learning goes one step further. eLearning means that the learning
content must to be transferred from external to internal or in other words,
from the book to the brain/mind. But is the need for continuity of the
learning history in mind really necessary? New Learning implies the hypothesis
that this continuity is no longer
needed if and only if there is a certain skills level for dealing with
content, methodologies, structures and problem solving. So New Learning
is restricted to adult learning supposed the skills level to process the
structure of the content-less knowledge processing is given and is possible.
The basic skills level is the high school level, more focused on ECDL knowledge
and structural methodological skills (deduction, induction, probabilistic
reasoning, and philosophy of science). If this is possible - and the new
ICT-tools will show how successful they are - then universal access to
digital information and knowledge and the use of personal digital assistants
(PDA) is a must for all citizens of a knowledge-based society. Exactly
these demands are implicitly included in the eLearning policies of the
European Community and other countries.
To substitute the long term memorizing function of the brain, tracking
the individual learning and knowledge progress (history) is one of the
main functions of a PDA. This external function generates a better and
more precise continuity of individual historical experiences and shifts
the focus of cognitive energy to cognitive creativity. E.g. lots of knowledge
tasks can easily transferred to PDAs with GPS integration, like getting
immediately the right way using trains from the Narita airport to Nippori
to Ikebukuro to Wako-shi to RIKEN. Large institutions like big fairs are
developing such PDAs now to give it to visitors to find the right way to
the meeting points easily. The saved time can be used for cognitive creativity,
which means e.g. to find relevant questions, to find alternatives or better
solutions or new problems - or simply to be not too tired to do more intelligent
tasks.
3 Pragmatic Approach to New Learning in Adulthood
The NL paradigm generates some criteria on how to structure information
and knowledge to be used by humans and PDAs. Information has to be stored
as content networks with interfaces for setting up broader contexts. Today,
some efforts are being done by setting up knowledge management (KM) infrastructures
to generate trans-human knowledge systems to support the innovation strategies
of knowledge-rich companies. Intellectual capital reports of companies
are an indicator how hard the Western society tries to deal with human-independent
knowledge sources. The Knowledge Management tools today are still very
primitive but they are the first epi-genetic processes using computers
to adapt to the environment in a better way than using just natural genetic
processes. Especially KM-tools will help the ageing brain to substitute
dysfunctions.
PDAs use collective knowledge and individually tracked private knowledge
to support the learner. What has been forgotten knows the PDA - and shows
videos if necessary. The new quality of instant ICT-non-self-owned knowledge
access in comparison to self-experienced knowledge compensates the differences
between young and older learners in memorizing content quantities and experiences.
Therefore the NL paradigm reduces the importance of the storage of information,
content, facts and descriptive experience, because these elements exist
universally within the network.
The NL society has to know how to design and use the PDAs, how to access
the networks, how to find the relevant information, how to speed up the
comprehension
processes and how to generate new and feasible ideas. So the main process
of NL is the cognitive creativity.
In the NL paradigm vocational training and learning in late-life gets
a new meaning, but only if the structure of the brain is ready for instant
content acquisition and application to succeed in a new environment. Therefore
the evaluation of the learning success is essential. eAssessment and eCertification
are in principle proper methodologies to proof the effort of learning.
Industry qualification methodologies, e.g. certification tests have already
shown that the achieved skills levels meet the requirements of real life
problem solving. But e-assessment/self-assessment and certification tests
are in the beginning. One of the big challenges will be eAssessment and
eCertification in a non-controlled environment, e.g. a certification test
at home. The development of home- and mobile-based eAssessment and eCertification
has already started and will be further developed in the next couple of
years. In combination with the external learn and knowledge tracking these
systems accessed with PDAs make a New Learning methodology feasible.
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