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1、UNESCO INSTITUTE FOR IITE/MOS/ME3/2000/DOC.2 (Handover version)INFORMATION TECHNOLOGIESOctober 2000IN EDUCATION (IITE) Original: English8 Kedrova St. (Bld.3)117292 MoscowRussian FederationAnalytical SurveyDistance Education for the Information Society: policies, pedagogy and professional development
2、Production of this document has been commissioned by IITE UNESCO, Moscowhttp:/www.iite.ruWORKING GROUPCo-ordinating Editor:N C Farnes (International Centre for Distance Learning, UK Open University)Editorial team:M Ganor (Open University of Israel)R Gilad (Open University of Israel)S Guri-Rosenblit
3、(Open University of Israel)V Ovsyannikov (State Open Pedagogical University, Moscow)M A Shelley (International Centre for Distance Learning, UK Open University)Y Zaparovanny (Peoples Friendship University of Russia, Moscow).Parts of the material were produced by:A Adjemov (Moscow Technical Universit
4、y of Communication and Informatics)J Gal-Ezer (Open University of Israel)V Libin-Levav (Open University of Israel)L Mordvintseva (Institute of Scientific Information on Social Sciences of the Russian Academy of Sciences)A Panchenko (Institute of Scientific Information on Social Sciences of the Russi
5、an Academy of Sciences)E Yaffe (Open University of Israel).Reviewers:O Jegede (Hong Kong: Centre for Research in Distance and Adult Learning, Open University of Hong Kong)B King (Australia: Flexible Learning Centre, University of South Australia)S Panda (India: Staff Training and Research Institute
6、in Distance Education, Indira Gandhi National Open University). CONTENTSWORKING GROUPiCONTENTSiiPREFACE1UNESCOs contribution1Purpose and aims2INTRODUCTION: THE HISTORICAL CONTEXT4A brief history of the development of distance education4Three generations of distance education5Factors affecting the de
7、velopment of distance education6Pressures for expansion6Second generation distance education6Increased expenditure7Conclusion7Section 1 PEDAGOGIC STRUCTURES FOR DISTANCE EDUCATION8Organisational models for distance education8Single mode model8Dual mode model9Other organisational models13Consultation
8、 model13Mixed mode systems14Consortia15Franchising17Validation18Remote classroom18Projects19Contextual factors20Pedagogic components21Media and technologies21Print22Audio visual media22Computers22Computer and network access23Equipment and practical work24Learner support24Factors in media selection25
9、Models of online courses25Content + Support Model26Wrap Around Model26Integrated Model26Conclusion28Section 2 PEDAGOGIC THEORIES30Classifications of theoretical perspectives30Industrialisation31Interaction and communication32Autonomy and independence34Other theoretical contributions37Reintegration o
10、f teaching and learning acts37Communication and learner control37A three-dimensional theory of distance education38Conclusion39Section 3 PROFESSIONAL DEVELOPMENT40Introduction40What is professional development40The need for professional development41Demands of distance education42Categories of staff
11、42Stages in the development of expertise43Identifying staff development needs44Professional development options and strategies45National initiatives for professional development51International initiatives for professional development52Constraints on professional development56Quality assurance and le
12、arning organisations57Conclusion58Section 4 POLICIES FOR DISTANCE EDUCATION59Introduction59Policy levels59Global context59Policies at international level60Policies at national level63Policies at institutional level66Aspects affected by policies67Definition of distance education67Status of distance e
13、ducation68Funding69Staffing69Accreditation and quality assurance70Policies in related sectors71Employment71Broadcasting and telecommunications72Postal regulations73Copyright law73Consumer protection74Other factors affecting policy75Socio-economic changes75Influence of tradition75Cultural diversity75
14、Competition76Access to technology76Conclusion76CONCLUSIONS77Distance education and the Information Society77Levels, agencies and action78REFERENCES80PREFACEThe dramatic acceleration in the development and use of information and communication technologies has set in motion a world-wide process of tra
15、nsition from the industrial to an information society. The depth and non-linearity of this process may have greater social, economic and cultural implications for humanity than the industrial revolution of the past. As we move towards to the Information Society, it is important to understand and inf
16、luence the fundamental changes which are being brought about by the communication and information revolutions.Many countries have the political will to support and encourage these processes. In some countries legal frameworks and standards are being set up to promote development and interconnection
17、of national information infrastructures. Well-conceived information highways will further stimulate the already burgeoning national and international markets for information services and products.The situation worldwide is rich in possibilities, but contrasts between, for instance, industrialised an
18、d developing countries where even old technologies, like television, telephone or electricity, are still unattainable, are very evident. Countries undergoing political and economic transition may have substantial intellectual resources but lack the technological and communications infrastructure. Ne
19、w information and communication technologies have the potential to offer immense opportunities to all societies and individuals for alternative and often cheaper ways of access to information and its dissemination. The significance of the information revolution has been recognised by decision-makers
20、 in developing countries.Whether all the peoples of the world will benefit from these opportunities or not will depend not only on major investment and the transfer of technology, but also on the enhancement of human ability to make the best possible use of information and communication technology.
21、The exploitation of these developments also depends on the provision of an appropriate legislative and regulatory environment and on the removal of barriers and restrictions. Only when these conditions are met will the Information Society fulfil its potential and attain the ultimate goal of empoweri
22、ng all its citizens through access to knowledge and use of it. UNESCOs contributionUNESCOs medium-term strategy for 1996-2001 envisages a special focus on the application of communication and information technologies for development, democracy and peace. The report of the UNESCO International Commis
23、sion on Education for the 21st century Education: Hidden Treasure (1997) specifies that the most promising area for the use of communication technologies is in the development of distance education. The UNESCO World Conference on Higher Education (Paris, 1998) underlined that forms of open learning,
24、 distance learning and new information and communication technologies secure a wider access to higher education, to new social groups in particular. It is important to exploit their potential in education. Both the state and higher educational establishments are vested with the duty to develop and i
25、mplement appropriate philosophy.At its 30th session the General Conference used the report of the International Commission on Education for the 21st century as its main source of inspiration. It was stated there that UNESCO would continue to promote the elaboration of advanced strategies to achieve
26、the goal of lifelong learning. Emphasis will be placed on the challenges of the modern information and knowledge society, on the concept of learning without frontiers and on open learning systems. The UNESCO institutes, in particular the UNESCO Institute for Education (UIE), the International Bureau
27、 of Education (IBE), the International Institute for Educational Planning (IIEP) and the Institute for Information Technologies in Education (IITE) will undertake this task. UNESCO has implemented two programmes that are important for development of educational networks. One is UNITWIN, which is tar
28、geted at fostering co-operation among academics and teachers in education and research. The other, Learning without Frontiers envisaged the establishment of a global system of distance education with access to the majority of information networks. Modern systems of distance education, of which the l
29、atter initiative, Learning without Frontiers, was a forerunner, have the potential to provide learners with access to knowledge available in different parts of the world. Moreover, a project like this can promote dialogue - the main factor in effective learning - among and between learners and sourc
30、es of learning Other important initiatives include the UNESCO Joint Initiative in Distance Education in Nine Countries with Largest Populations. These nine countries contain half the population of the world early three-quarters of the worlds illiterate people live there. Also, several African countr
31、ies are participating in the UNESCO project Regional Information Network of Africa (RINAF) with the aim of organising an email facility, to form part of a regional computer network.Purpose and aimsThe purpose of this analytical survey, Distance Education for the Information Society: policies, pedago
32、gy and professional development is to assist decision makers and educators who need to know more about the background and current state of distance education and its relationship with the technologies of the Information Society. Since policy underlies every aspect of the study, it is given a strong
33、emphasis throughout and elaborated in the final section. The aims of this document are to provide a context with a brief history of distance education (Introduction) report on worldwide experience to date, including the institutional structures and media which have been developed to provide and deli
34、ver distance education (Section 1 Pedagogic Structures for Distance Education) review the main theories behind the development of distance education as a basis for understanding current practice and planning for the future (Section 2 Pedagogic Theories) identify professional human resource developme
35、nt needs and implementation strategies for distance education in general and the exploitation of technologies in particular (Section 3 Professional Development) review policy and legislative frameworks affecting distance education initiatives and those factors which determine success (or failure) (S
36、ection 4 Policies for Distance Education).By identifying and sharing good practice, this document should support the work of a range of decision makers with an interest in distance education at many levels: internationally, nationally and within institutions. These includeAt international and nation
37、al level: administrative and advisory staff working in international organisations policy makers in international and regional bodies and on international committees government ministers in education and related sectors with responsibilities for legislation and policy as well as human resource devel
38、opment legislators and policy makers in education related sectors legislators and policy makers in non-education related sectors who wish to understand the implications of the implementation of distance educationAt institutional level: policy makers, administrators, teachers and managers in distance
39、 teaching institutions educational administrators working in a variety of settings policy makers, administrators, teachers and managers in face to face teaching institutions trainers, professional developers and human resource managers tutors of distance education courses educational and instruction
40、al technologists teachers in primary and secondary education using distance education materials educational software and media developers.The document includes both analysis and a survey of experience from around the world. Sections 1 and 3 have a considerable array of boxed case studies to illustra
41、te the analysis and provide a survey of practice in different countries. Section 2 deals with an analysis of theories and contains no case studies, and section 4 analyses a range of policy areas with case studies as well as examples contained in the text.INTRODUCTION: THE HISTORICAL CONTEXTA brief h
42、istory of the development of distance educationThe idea of learning from others at a distance is by no means new. Some scholars claim that the epistles of St Paul sent to individual churches illustrate some key concepts of distance education. In 1840 Isaac Pitman started what is generally credited a
43、s the first correspondence course, offering tuition in shorthand by post to students in the United Kingdom. In Germany in the 1850s Gustav Langenscheidt published Lehrbriefe (literally, teaching letters) for language instruction by letter for adults to teach themselves. Opportunities to study at a d
44、istance at higher education level began with the foundation of the University of London in the United Kingdom in 1836. Students being taught in approved colleges and institutions elsewhere were allowed to take examinations conducted by the University. From 1858 the examinations were opened up for ca
45、ndidates from all over the world, regardless of how or where they had prepared for the examinations. This led to the setting up a number of correspondence colleges providing courses covering the curriculum specified by the University.In America there were a number of initiatives during the 1870s. In
46、 1873 Anna Eliot Ticknor set up a correspondence system for women called Ticknors Society (based on the English Society for the Encouragement of Home Study) and in 1874 a correspondence programme was set up in Illinois State University. A daily newspaper based in Pennsylvania called The Colliery Eng
47、ineer published teaching materials aimed at improving mining techniques and preventing mine accidents. This was so successful that it led to the production of an independent course in 1891 and was the model for a number of correspondence courses in different subjects. William Rainey Harper, describe
48、d as the father of correspondence teaching in the United States (Mackenzie and Christensen 1971 p. 7) established the first university correspondence teaching department at the University of Chicago in 1892, having started experimenting with non-classroom instruction at a Baptist Theological Seminary. Correspondence teaching was introduced at
