· PCs in the classroom and the home
· Multimedia CD-ROM packages
· The Internet with the world wide web (www), newsgroups and e-mail
· Computer conferencing and computer-supported collaborative work platforms on an intranet;
· Videoconferencing, video on demand and interactive TV via telephone lines, the cable network, satellite and even over the Internet&ldots;..

With these technologies either already at our fingertips or soon to become available, what will the school of the future look like? What will be the impact of virtual universities? Will we all become lifelong learners through user-friendly on-demand learning services delivered direct to our home PCs?

Are the new information and communication technologies (ICTs) drastically changing the educational scene? Or will they have just as little lasting effect as the much-vaunted audiovisual media of the 60s and computers in the 70s and 80s?

This book, which tackles these key questions, is the result of a study commissioned by the European Round Table of Industrialists (ERT) to LINOV (Leuven Institute for Innovative Learning) at the K.U.Leuven, Belgium.The study was coached by a scientific committee consisting of experts from K.U.Leuven and from the broader sectors of education and training, and supervised by a sounding board comprising members of the ERT Education Committee.

The authors adopt a dynamic and constructive stance: education should neither eagerly and blindly embrace the oncoming ICT wave, nor passively and reluctantly surrender to it, nor should we make sceptical or defensive attempts to keep it out. Instead, education should actively create new powerful learning applications from the potential of ICT. An open but critical analysis of the new learning opportunities should be conducted, as well as a careful assessment of the critical success factors. For the practical implementation of ICT-based innovation in education a systemic approach to the learning process as well as to the educational system is essential.

The text is organized in three parts and is concluded by general reflections and recommendations:

In the first part (what do we already know?"), the state of the art of knowledge in ICT, education and learning is synthesized from the current literature. First of all, the role of technology in learning and instruction is analyzed (micro level), then the relevant factors at the school level (meso level) and the level of the educational system and policy (macro level) are discussed.

In the second part ("what will it look like?"), the authors evoke a broad picture of the educational system (schools, universities, adult learning systems) of the future, and analyze the tasks and responsibilities of the different actors on the micro level, meso level and macro level. The authors' projections are empirically validated by a confrontation with reality, in the form of interviews with experts in the field and real case studies. Fundamental changes necessary to the roles of the learner, the teacher and the school principal emerge.

In the third part ("how to get there?") implementation strategies and scenarios are developed, and confronted again with reality through expert interviews and a comprehensive case study. Whether one opts for a revolutionary or an evolutionary approach, a top-down or bottom-up strategy, a systemic approach towards innovation in education is essential. Material bottlenecks are also discussed: hard- and software infrastructure and cost, Internet bandwidth, courseware production etc.

Finally, in a list of reflections and recommendations, the authors develop their dynamic and constructive approach as mentioned above. As education is based upon communication, the new communication tools open exciting new opportunities for enhancing the quality of education as well as making it evenly accessible to all on a global scale. Building real value from these opportunities, however, will require rich creativity as well as severe critical analysis, a strong commitment and much hard work.

About the authors:
Roger Dillemans is Honorary Rector of K.U.Leuven and special commissioner to the Flemish Minister of Education for the optimization of university programmes.
Joost Lowyck is a professor at K.U.Leuven, Faculty of Psychology and Pedagogical Sciences, and co-director of the Centre for Instructional Psychology and Technology.
Georges Van der Perre is a professor at K.U.Leuven, Faculty of Applied Sciences, President of LINOV and President of EuroPACE 2000, the trans-European network of academic and industrial institutes.
Christel Claeys is a senior researcher at K.U.Leuven-LINOV (Leuven Institute for Innovative Learning).
Jan Elen is an associate professor at K.U.Leuven, Faculty of Psychology and Pedagogical Sciences, and senior staff member of DUO (Central Educational University Department).

Part 1: Knowledge-base on ICT, learning and education

1. Learning, instruction and technology (micro-level)

2. Factors at the school level (meso-level)

3. Factors at the level of the educational system and policy (macro-level)

Part 2: What will it look like: ICT and the educational systems of the future

1. Educational systems in the future: a designer's perspective

2. Educational systems in the future: a learner's perspective

3. Towards reality: empirical validation of the 'education of the future'

Part 3: Implementation scenarios

1. Basic approaches and strategies

2. Rules of thumb for evolutionary implementation: the Print/Comenius project

3. Practical implementations of ICT in education: reflections from the field

4. Conclusions: necessary conditions, basic action rules, challenges and opportunities

General reflections and recommendations

• 846 | Didactiek

• Aantal pagina's: 282
• Breedte: 16 cm
• Hoogte: 24 cm

• Roger Dillemans, Auteur (alle titels van deze auteur bij UPL)
  
• Joost Lowyck, Auteur (alle titels van deze auteur bij UPL)
  
• Georges Van der Perre, Auteur (alle titels van deze auteur bij UPL)
  
• Christel Claeys, Auteur (alle titels van deze auteur bij UPL)
  
• Jan Elen, Auteur (alle titels van deze auteur bij UPL)