Distance Education in Transition - Master of Distance Education ...

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The Educational Paradigm Shifts which transcend the barriers of place, time, and circumstances and can be more flexible, variable, effective and adaptive to various types of students. The experiences of distance education become invaluable and are at a premium now. It is also especially advantageous that in pedagogical thinking important paradigm shifts are emerging at present. I should like to explain and characterise them by referring to a new concept of curriculum building and to two new concepts of digital learning which are just coming into view. From Modern Curricula to Post-Modern Curricula We have to be aware that we no longer live in the modern, but in the post-modern world. This can be characterised by a new way of thinking which has already pervaded the arts, humanities and literature, as well as philosophy, science and social sciences. More importantly for teachers and for those who teach teachers, it has also pervaded general awareness. A definite shift of values has taken place which has changed public consciousness. Consequently, in highly industrialised countries a post-modern self has emerged which we must take into account if we want to teach and learn under the changed conditions and circumstances. According to Wood and Zurcher (1988, p. 125), who have made a very intensive empirical study of the phenomenon, this post-modern self � rejects delayed gratification and wants it immediately, � is not ready to endure distress but develops rather a capacity for fun, � refuses to do empty routine work but wishes to do something meaningful, � is not so much interested in materialistic objectives, but rather in the fulfilment of human values, � is not so much interested in achievement, but in self-realisation, � does not like self-control, but seeks self-expression, � rejects competition and is interested in a good work climate, � does not want to become isolated, but is interested in social relations and interactivity. These examples indicate that the post-modern era has brought about broad cultural shifts. Teachers and those who train them have to know about them, of course, and to adapt their curricula to them, including the curricula for distance education. Traditional distance education will be affected by this change more than other forms of education, because it has relied for nearly a century on the ambitious, upwardly mobile student who is prepared to delay the gratification of his or her learning for years and who quite often is supposed to be a typical example of the self-controlled student who studies at home isolated from his peers. This traditional distance education will probably soon become outdated. Distance education will have to reorient itself and develop new pedagogical structures. Independent and self-regulated learning as well as group learning will become important. Prefabricated courses for very large numbers of students will, however, lose their present significance as will the expository method of teaching which is linked to a receptive way of learning. However, the main consequence will be a definite shift of our curricula. It is already possible to distinguish typical modern curricula from post-modern curricula. And here it is interesting to see again that, because of the shift of values, quite a number of categories are transformed not gradually, but substituted by the very opposite. How far this may go is suggested in the following table which is based on the writings of William E. Doll (1993): 29
The Educational Paradigm Shifts � Curriculum: Modern and Post-Modern Approach � Modern � Post-Modern patterned after "scientific management" patterned after the "dialogue conversation", which transforms the participants and the object being discussed technical ("technocratic") rationality humanistic rationality efficiency personal development precise facts global approaches specification generalisation detailed procedures interactive rigid formalism eclectic linear complex pre-set improvised sequential pluralistic easily quantifiable not quantifiable clear beginnings in process definite endings in process stable not stable, dynamic thinking in cause-effect framework lateral thinking predictable unpredictable closed open teacher has knowledge, student doesn't open and transformative group of individuals interacting curriculum a set a priori course to be run curriculum a passage of personal transformation by dialogue, inquiry, development organisation is set prior to activity organisation will emerge from activity positivism epistemological pluralism science imbued with discovery and determination science imbued with creativity and indetermination Doll (1993, p. 5–7) characterises this paradigm shift by emphasising in particular three fundamental changes: the change from discovery and determinism to creativity and indeterminism, from systematic construction to pluralism and eclecticism and from linearity of thinking to multilayers of interpretation. All these changes have something to do with the critique of the application of concepts and methods of natural sciences and technology when trying to conduct and interpret social processes such as teaching and learning, with the rejection of the mechanistic approaches and empirical projects in pedagogy and also with the disapproval of the sustained dominance of technological thinking in many areas of teaching and learning. 30
Page 1 and 2: Studien und Berichte der Arbeitsste
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References Aebli, H. (1983). Die Wi
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References Bell, D. (1975). Die nac
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References Dale, E. (1967). Histori
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References Schulmeister, R. (n. y.)
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References Weinberger, A., & Mandl,
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Giesecke, Michael: 136 Giovis, Chri
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Spada, Hans: 135, 136, 138 Spencer,
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computer-mediated: 32, 98; digital:
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emergence: 13, 17, 84, 86, 159, 162
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isolation: 47, 102, 103, 111, 119 I
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structuring: 79, 80-1, 86, 94; summ
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patchwork identity: 104 pattern rec
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self-regulated: 9, 29, 115, 126; se
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ASF Series Studien und Berichte der
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