The Impact of Ict on Tertiary Education: Advances and Promises Dissertation

The impact of ICT on tertiary education:

advances and promises

Kurt Larsen and Stéphan Vincent-Lancrin

Organisation for Economic Co-operation and Expansion (OECD) Directorate for Education / Center for Educational Research and Innovation*

DRAFT

OECD/NSF/U. The state of michigan Conference

" Advancing Know-how and the Knowledge Economy”

10-11 January 2006

Washington POWER

ABSTRACT: The promises of e-learning intended for transforming tertiary education and thereby progressing the knowledge economy have rested on 3 arguments: E-learning could broaden and broaden access to tertiary education and training; improve the quality of education; and minimize its cost. The paper evaluates these three promises with the sparse existing data and evidence and concludes that the reality will not be up to the claims so far in terms of pedagogic development, while it has already probably substantially improved the complete learning (and teaching) knowledge. Reflecting within the ways that would help develop e-learning even more, it then identifies a few challenges and shows open educational resource pursuits as an example of way forward. The 1st section of the paper recalls some of the pledges of e-learning; the second even comes close these pledges and the genuine achievements currently and shows that e-learning could be at an early stage of its creativity cycle; the third section highlights the issues for a further more and more substantially innovative progress e-learning.

Knowledge, creativity and Details and Conversation Technologies (ICTs) have had solid repercussions on many economical sectors, e. g. the informatics and communication, financial, and transport sectors (Foray, 2004; Boyer, 2002). Think about education? The knowledge-based economic climate sets a new scene intended for education and new challenges and pledges for the training sector. Firstly, education is a prerequisite with the knowledge-based economy: the production and use of fresh knowledge the two require a more (lifelong) well-informed population and workforce. Subsequently, ICTs certainly are a very highly effective tool to get diffusing knowledge and data, a fundamental element of the education method: in that feeling, they can play a pedagogic role that can in rule complement (or even contend with) the conventional practices of the education sector. These are both the challenges to get the education sector: continue to grow with the help (or underneath the pressure) of recent forms of learning. Thirdly, ICTs sometimes cause innovations in the ways of doing things: for example , navigation does not involve a similar cognitive operations since the Gps System (GPS) was made (e. g. Hutchins, 1995); scientific research in many domains has also been are an essential aspect of by the fresh possibilities provided by ICTs, coming from digitisation of information to fresh recording, ruse and data processing possibilities (Atkins and al., 2003). Could ICTs similarly revolutionise education, specifically as education deals directly with the codification and transmitting of knowledge and information – two activities which power has been decupled by the ICT revolution?

The education sector features so far recently been characterised simply by rather sluggish progress with regards to innovation advancement which effect on teaching actions. Educational research and development does not play a strong part as a component of permitting the immediate production of systematic expertise which means " programmes that works” in the classroom or lecture corridor (OECD, 2003). As a matter of fact, education is not just a field that lends itself easily to experimentation, partly because experimental approaches in education in many cases are impossible to spell out in precisely enough to be sure that they are really being replicated (Nelson, 2000). There is tiny codified understanding in the realm of education and only weak produced mechanisms whereby communities of college collectively can easily capture and benefit from the discoveries made by...

References: Allen, My spouse and i. E. and Seaman, L. (2003), Dimensions the opportunity. The product quality and Level of Online Education in the United States, 2002 and 2003, The Sloan Consortium.

American Council on Education and EDUCAUSE (2003), Distributed Education: Challenges, Selections and a New Environment, Buenos aires DC.

Bates, A. Watts. (1995), Technology, e-learning and Distance Education, Routledge, London/New York.

Dasgupta, P. and P. A. David (1994), " To a New Economics of Science”, Research Policy, 23(5).

David, P. A (2004), Toward a Cyberinfrastructure from Improved Scientific Cooperation: Providing their ‘Soft' Footings May be the Toughest Threat, Oxford Internet Institute.

Foray, M. (2004), The Economics of Knowledge, MIT Press, Cambridge, USA.

Harley, Deb. (2003), Costs, Culture, and Complexity: A great Analysis of Technology Improvements in a Large Lecture Course of UC Berkeley, Center for Studies in Higher Education. Daily news CSHE3-03, Berkeley University.

Hutchins, E. (1995), Cognition in the Wild, UBER Press, Cambridge, USA.

Nelson, R. (2000), " Expertise and Creativity Systems”, in OECD, Know-how Management inside the Learning World, Paris.

Observatory for Borderless Higher Education (2002), Online Learning in Earth Universities – Results from the Observatory 2002 Survey, Birmingham.

OECD (2003), New Challenges for Educational Research, OECD, Paris.

OECD (2004a), Innovation in the Expertise Economy – Implications intended for Education and Learning, Paris, france.

OECD (2004b), Internationalisation and Trade in Higher Education. Opportunities and Challenges, Paris.

OECD (2005 forthcoming), E-learning Case Studies in Post-Secondary Education, Paris.

Community Bank (2003), Constructing Know-how Societies: New Challenges intended for Tertiary Education, The World Financial institution, Washington M. C.

Zemsky, R. and W. F. Massy (2004), Thwarted Development – What Happened to e-learning and How come, The Learning Cha?non, Pennsylvania University.



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