A must See Chart on Education1.0 Vs Education 2.0 Vs Education 3.0

 

Three generations of education

Education 1.0 is, like the first generation of the Web, a largely one-way process. Students go to universities to get education from professors, who supply them with information in the form of a stand up routine that may include the use of class notes, handouts, textbooks, videos, and in recent times the World Wide Web. Students are largely consumers of information resources that are delivered to them, and although they may engage in activities based around those resources, those activities are for the most part undertaken in isolation or in isolated local groups. Rarely do the results of those activities contribute back to the information resources that students consume in carrying them out.

Education 2.0 happens when the technologies of Web 2.0 are used to enhance traditional approaches to education. Education 2.0 involves the use of blogs, podcasts, social bookmarking and related participation technologies but the circumstances under which the technologies are used are still largely embedded within the framework of Education 1.0. The process of education itself is not transformed significantly although the groundwork for broader transformation is being laid down.

Education 3.0 is characterized by rich, cross-institutional, cross-cultural educational opportunities within which the learners themselves play a key role as creators of knowledge artifacts that are shared, and where social networking and social benefits outside the immediate scope of activity play a strong role. The distinction between artifacts, people and process becomes blurred, as do distinctions of space and time. Institutional arrangements, including policies and strategies, change to meet the challenges of opportunities presented. Education 3.0 as used here is embraces many of the concepts referred to by Downes (2005) in his concept of e-learning 2.0, but complements them with an emphasis on learning and teaching processes with a focus on institutional changes that accompany the breakdown of boundaries (between teachers and students, higher education institutions, and disciplines).

 

Table 1: Educational generations in higher education
Characteristics Education 1.0 Education 2.0 Education 3.0
Primary role of professor Source of knowledge Guide and source of knowledge Orchestrator of collaborative knowledge creation
Content arrangements Traditional copyright materials Copyright and free/open educational resources for students within discipline, sometimes across institutions Free/open educational resources created and reused by students across multiple institutions, disciplines, nations, supplemented by original materials created for them
Learning activities Traditional, essays, assignments, tests, some groupwork within classroom Traditional assignment approaches transferred to more open technologies; increasing collaboration in learning activities; still largely confined to institutional and classroom boundaries Open, flexible learning activities that focus on creating room for student creativity; social networking outside traditional boundaries of discipline, institution, nation
Institutional arrangements Campus-based with fixed boundaries between institutions; teaching, assessment, and accreditation provided by one institution Increasing (also international) collaboration between universities; still one-to-one affiliation between students and universities Loose institutional affiliations and relations; entry of new institutions that provide higher education services; regional and institutional boundaries breakdown
Student behaviour Largely passive absorptive Passive to active, emerging sense of ownership of the education process Active, strong sense of ownership of own education, co-creation of resources and opportunities, active choice
Technology E-learning enabled through an electronic learning management system and limited to participation within one institution E-learning collaborations involving other universities, largely within the confines of learning management systems but integrating other applications E-learning driven from the perspective of personal distributed learning environments; consisting of a portfolio of applications

 

Three aspects of Education 3.0 are of particular importance. Firstly, there is the role of students in making choices of a different kind than are available today. Secondly, the concept of students as producers of reusable learning content is vital which is available in abundance under licenses that permit the free sharing and creation of derivative works. Thirdly, institutional arrangements permit the accreditation of learning achieved, not just of courses taught.

However, while Education 3.0 holds much promise for higher education in general, it also poses serious challenges to existing universities. One of the key elements of what is happening with Web 2.0 is people-forming communities, making choices, and doing things for themselves without the need for institutional involvement. Only the vehicle is provided by sites such as MySpace, Flickr, Blogspot, etc. Applying these developments to the field of higher education, it is likely that we will see emergence of new types of organizations and institutions, which might begin competing with today’s universities in any combination of higher education services, including research, teaching, and accreditation.

The implications of these developments on the role that universities will play as part of Education 3.0 is not clear. We must ask, what will happen to education when the vehicles are provided, and students begin to make their own choices facilitated by an abundance of open content, and flexible opportunities for accreditation? What will happen to those institutions who are not able to survive on reputation alone, and who have not embraced Education 3.0?

We are still far from Education 3.0, even Education 2.0 is not as widespread it is might seem to the already initiated, especially in the developing world and particularly in Africa. However, we may be close enough to a tipping point to engineer crossing it in a way that is advantageous to education and educational institutions.

A must See Chart on Education1.0 Vs Education 2.0 Vs Education 3.0 ~ Educational Technology and Mobile Learning.

http://firstmonday.org/ojs/index.php/fm/article/view/1625/1540#k2

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