IT in Education: Sociological Perspective

1. IT in Education: Sociological Perspective IT in Education and a Critique of ET&DE in China Jack Chen foxbai@gmail.com

2. Contents • Education in the Network Society: What Is New? • Distance Education in the Network Society: Challenge or Chance? • Educational Technology in the Network Society: the Rise of the Networked Individualism? • IT in Education is the answer: What Is the Question?

3. Education in the Network Society: What Is New?

4. Education in the Network Society: What Is New?

5. Education in the Network Society: What Is New? • The information technology revolution, and the restructuring of capitalism, have induced a new form of society, the network society (Castells 1997: 1).

6. Education in the Network Society: What Is New? • The information technology revolution, and the restructuring of capitalism, have induced a new form of society, the network society (Castells 1997: 1).

7. Education in the Network Society: What Is New? • The networking Logic (Castells 2000: 70(n87)): • The convergence between the evolutionary topology of living matter; • The open-ended nature of an increasingly complex society; • The interactive logic of new information technologies. • 教學（顧明遠 1998:711）：以課程內容為仲介的師生雙方教和學的共同活動。構成要素為教師、學生、課程內容、教學手段。

8. Education in the Network Society: What Is New?

9. Education in the Network Society: What Is New? • The Space of Flows(Castells 2000: 442): • The material organization of time-sharing social practice that work through flows; • By flows I understand purposeful, repetitive, programmable sequences of exchange and interaction between physically disjointed positions held by social actors in the economic, political, and symbolic structures of society;

10. Education in the Network Society: What Is New? • Timeless Time(Castells 2000: 494): • Occurs when the characteristics of a given context, namely, the informational paradigm and the network society, induce systemic perturbation in the sequential order of phenomena performed in that context. • This perturbation may take the form of compressing the occurrence of phenomena, aiming at instantaneity, or else by introducing random discontinuity in the sequence.

11. Education in the Network Society: What Is New? • OER(Open Educational Resource) : • 1994, Wayne Hodgins, “learning object,” reuse ,standards; • 1998, David Wiley, “open content,” open source / free software applied to content, the Open Publication License); • 2001, Larry Lessig, Creative Commons, legally credibility and confidence ; • 2001, MIT, OpenCourseWareinitiative, commitment at an institutional level; • 2002, UNESCO, Forum, the term “open educational resource” .

12. Education in the Network Society: What Is New? Open Content CORE Khan Academy 中国大学视频公开课 TED Open Educational Resources OCW 修改自OECD (2007) Caswell (2009)

13. Education in the Network Society: What Is New?

14. Education in the Network Society: What Is New? • Institutional Benefits of OCW (Caswell 2009): • Showcase for your institution’s educational quality; • A window onto researcher and faculty intellectual work, raising their profile (and the institution’s); • More accessible to officials, employers, donors; • Connection to students before, during, and after enrollment; • Meaningful collaboration opportunities.

15. Education in the Network Society: What Is New? • 远程学习脉络之解构与重构： • 远程学习环境之洋葱头模型（丁兴富，2001） 网络社会中的远程学习脉络（陈建，2011）

16. Distance Education in the Network Society: Challenge or Chance?

17. Distance Education in the Network Society: Challenge or Chance? • The 5 stage model(Gilly Salmon,2000/03/11)

18. Distance Education in the Network Society: Challenge or Chance? • How can we socialize with others in the network society? • Traditional learning: strong tie; • Distance learning: weak tie; • Network tie = strong tie + weak tie?

19. 遠程學習者的社會化機制(mechanism) Distance Education in the Network Society: Challenge or Chance? 社會互動

20. Distance Education in the Network Society: Challenge or Chance? • 遠程學習案例：背景介紹 • 中國大陸的一所省級廣播電視大學（Open University）。（社會脈絡） • 三個二年級班級和兩個一年級班級，其中四個為專科班、一個為本科班；大致上采用了“滾雪球”的抽樣方式；先後訪談了28位遠程學習者；他們歸屬於六個群體（或學習小組）。 （研究對象） • 主要采用（1）半結構訪談：對每位學生進行一次一個小時左右的訪談；（2）網絡觀察：在征得學生的允許後，作者成功加入他們的班級或群體的網絡空間（如QQ群），由此可以每天觀察他們的網上活動，幷收集其中的各種文本資料。（研究方法） • 遠程學習者均為在職學習（網絡學習+面授；工作第一、學習第二）；他們來自“五湖四海”，過著一種無根、流動的生活。（生存狀況） • 遠程教育機構不再為學生提供“床位”（Bauman 2000）——現實生活中他們要自行判斷、選擇和踐行，幷後果自負。（社會制度）

21. Distance Education in the Network Society: Challenge or Chance? • 體現（embodiment）： • 經常在一起的這種時空上的共處，在客觀上爲相互識別對方創造了物質條件與機會（Jenkins 1996）。 • 每個遠程學習者的時間和空間則都是獨特且惟一的，其時間和空間很難重疊或一致。 “張偉學習小組”（五位同學）： • “一開始也不熟，都是靠上課的時間，逐漸逐漸的話，熟了，然後加入一個團隊裏面” ； • “學到東西，參加司法考試，不是混文憑”； • “每節課必到”。 • 在虛擬世界（QQ群）中，可以實現體現以及時空的重疊。

22. Distance Education in the Network Society: Challenge or Chance? • 溝通（interaction）： • 面對面(F2F)； • 學習； “在學習中遇到什麽問題的話，我們五個人共同協商，去克服某個困難”。（張竟淦） • 各种社交； 新生拓展活動。 • 非面對面(non-F2F)： • 網絡； • 電話/手機； • 郵遞/物流等。

23. Distance Education in the Network Society: Challenge or Chance? • 累積（accumulation）： • 在一段歷時(chronic)時期內，個體不斷投入時間、精力、資源和情感等，逐漸建立信任、認同和規範，進而有益于個體的學習、工作和生活。 “以前組織活動，搞了幾次都不成功，來的人很少……。 現在要搞一些活動的話，我可以毫無顧忌地說，誰誰誰…，你一定要參加。就是命令也好，或者開玩笑，或者朋友之間強硬的命令也好，誰誰誰啊，你今天必須給我幹什麽啊，到什麽什麽地方，你必須跟我一塊兒去。就這種，我都能做得到，對不對？”（鄧大生）

24. Distance Education in the Network Society: Challenge or Chance? • 信任（trust）： • “對某人或某個系統之可依賴性所持有的信心……”(Giddens, 1990)。可分為對個體的信任和對抽象體系的信任（Misztal 1996: 90）。 • 現代生活中，通過面對面方式與人建立信任只是少量的，大量的信任必須依靠抽象體系(象徵標誌和專家系統)（Giddens 1990）。 • 文憑； • 教師； • 網絡教學平臺； • 電子銀行等。

25. Distance Education in the Network Society: Challenge or Chance? • 信任（trust）： • 在現代社會，對抽象體系的信任不可能滿足個體信任所提供的相互性和親密性的需求（Giddens 1990: 114）。 • 與傳統社會不同，在現代人際關係中，信任不是先賦的，而是一個需要共同建設和相互自我披露的過程（Giddens 1990: 121）。 • 在缺乏穩定規範約束的地方，信任必定是被“贏得”的，而做到這一點的辦法就是直率、熱情和開誠布公（Giddens1990: 121）。 文杰：我就是一般上課的時候…反正就和誰同桌，我就和他們聊一些，能玩的就大家都一起玩了。…不會說是就跟這幾個人玩，然後其他同學不講話、不聊，這個倒不會。 黃燕：我是比較隨和的。反正我看見誰在路上，我們班的同學或二班的同學，雖然叫不出他的名字，但我都會打招呼的。

26. Distance Education in the Network Society: Challenge or Chance? • 信任（trust）： • 大體上，我們可以從理性、心理和文化這三個維度來探尋信任的理由，其中基於理性的信任又可表現、聲譽和外表三個方面（Sztompka 1999: 69）。 • 隨著人類社會複雜性的日益增長，信任的基礎也發生了變化——從主要以感情爲基礎轉變爲主要以表現爲基礎（盧曼2005/1973: 29）。 • 表現應該是真誠的、有內涵與意義的，而不是什麽隨隨便便的行爲；各種行爲表現的虛擬化趨勢日益明顯。 何田：…因爲這四個就平時接觸的多一些——副班長的話，就是從平時班級管理上的一些事情來瞭解的；然後其他三個就是，平時學習結束後，有的都是同路，一起回家。這樣的話，坐在車上也會聊天，相互瞭解這樣。

27. Distance Education in the Network Society: Challenge or Chance? • 信任（trust）： • 對個人來說，信任則對於本體性安全和自我認同的建立具有重要意義（Giddens 1990）； • 信任可有效降低因社會高度分化所帶來的複雜性（盧曼2005/1973: 112）；（班長代繳學費） • 作爲團結的信任是以一致性和熟悉作爲基礎（Misztal 1996: 99）； • 友誼是一種建基於信任、互惠和平等之上的親密關係，它往往意味著忠誠、開放、關愛、去信任與值得信任、分享和有益的，同時它也是團結與自尊的重要根源（Misztal 1996: 177, 191）。

28. Distance Education in the Network Society: Challenge or Chance? • 社會認同（Social identity）： • 社會認同就是個人或群體藉之以和其他個人或群體區分彼此社會關係的方式；認同是一個動態的社會過程，它內在地包含類同（similarity）與差異（difference）的比較（Jenkins 1996）。 • 內外辯證的認同化模式（internal-external dialectic of identification）——在個人認同方面，這表現爲（內在）自我定義和（外在）他人提供定義之綜合；在集體認同方面，則表現爲內在態勢的群體認同化與外在態勢的社會類別化。 • 遵循这一機制，个人不断地對他人進行識別與區分，逐渐形成某些群体，亦即某些“被制度化的共識和認可的持久網絡”（Bourdieu 1986）。相應地，每个成員便擁有享用群體中某些“實際或潜在資源”的權利。

29. Distance Education in the Network Society: Challenge or Chance? • 社會認同（Social identity）： • 體現（embodiment） “（有些同學）剛開學可能會來一次兩次，然後到期末考試前又會來一次” 。 “我今天晚上十點鐘上班，然後7點鐘這邊又有兩節課，我打算上一節就回去上班” 。 • 缺課vs“隱身”。 • 學習這一行爲過程極其重要，它不只是學到新知識。實際上，它一方面奠定了該團隊賴以形成的基礎，另一方面也將他們與其他許多同學區分開來。 “我們雖然跟他們一起上課，（但其實）我們都是以我們這個團隊爲主，我們也沒有說以這個班級爲主”。

30. Distance Education in the Network Society: Challenge or Chance? • 社會認同（Social identity）： • 社會認同的後果主要表現爲某些群體的建立，亦即明確我們是一個群體，而其他人則屬於另一個群體。 • 無論是學習還是工作，抑或其他方面，作爲遠程學習者社會認同的結果，群體的確起到了重要的基礎性作用——它不僅爲成員提供溫暖與歸屬感，更推動成員彼此之間的相互幫助、有效利用各種資源。 • 相應地，認同的實際狀態就是在這些後果裏浮現出來的；與此同時，也正是在這些後果裏，産生了認同化的意義（Jenkins 1996）。

31. Distance Education in the Network Society: Challenge or Chance? • 規範（Norms）： • 規範告訴人們，什麽事情應該做，而什麽事情不應該做，這裏面其實蘊含著各種利益之爭。 • 如果有人違反有關規範，那麽爲了維護與平衡某些個人或集體的利益，實施賞罰就顯得尤爲必要： • 一方面，實施獎賞需要行動者自事件結果獲益，同時其他群體成員也要積極予以獎勵； • 另一方面，要有效實施懲罰，則既需要被懲罰者的理解與支持，又需要其他群體成員的整體支持。 • 社會關係結構是規範形成與作用的基礎，對懲罰的實施也頗具影響。

32. Educational Technology in the Network Society: the Rise of the Networked Individualism?

33. Educational Technology in the Network Society: the Rise of the Networked Individualism?

34. Educational Technology in the Network Society: the Rise of the Networked Individualism?

35. Who Educational Technology in the Network Society: the Rise of the Networked Individualism? “Networked individualism is a social pattern, not a collection of isolated individuals. Rather, individuals build their networks, on-line and off-line, on the basis of their interests, values, affinities, and projects.” (Castells 2001: 131)

36. (say)What Educational Technology in the Network Society: the Rise of the Networked Individualism?

37. (to) Whom Educational Technology in the Network Society: the Rise of the Networked Individualism? • Space of flow; • Timeless time.

38. (in) What Channel Educational Technology in the Network Society: the Rise of the Networked Individualism?

39. (with) What Effect Educational Technology in the Network Society: the Rise of the Networked Individualism? • The rise of Social Capital.

40. Educational Technology in the Network Society: the Rise of the Networked Individualism? • Hacker Ethic (Himanen 2001): • Hackers define them as people who “program enthusiastically” and who believe that "information-sharing is a powerful positive good, and that it is an ethical duty of hackers to share their expertise by writing free software and facilitating access to information and to computing resources wherever possible." • A hacker is basically “an expert or enthusiast of any kind. One might be an astronomy hacker, for example.” In this sense, a person can be a hacker without having anything to do with computers.

41. Educational Technology in the Network Society: the Rise of the Networked Individualism? • Reflection of the e-Learning forum : Hacker Ethic perspective • Passion: some intrinsically interesting pursuit that energizes the hacker and contains joy in its realization. • Freedom: hackers do not organize their lives in terms of a routinized and continuously optimized workday but in terms of a dynamic flow between creative work and life’s other passions. • Social Worth: hackers want to realize their passion together with others, and they want to create something valuable to the community and be recognized for that by their peers. • Openness: they allow the results of their creativity to be used, developed, and tested by anyone so that everyone can learn from one another.

42. Educational Technology in the Network Society: the Rise of the Networked Individualism? • Reflection of the e-Learning forum : Hacker Ethic perspective • Activity: complete freedom of expression in action, privacy to protect the creation of an individual lifestyle, and a rejection of passive receptiveness in favor of active pursuit of one’s passion. • Caring: concern for others as an end in itself and a desire to rid the network society of the survival mentality that so easily results from its logic. • Creativity: the imaginative use of one’s own abilities, the surprising continuous surpassing of oneself, and the giving to the world of a genuinely valuable new contribution.

43. IT in Education is the answer: What Is the Question?

44. IT in Education is the answer: What Is the Question? • IT in Education：Where do we begin?

45. IT in Education is the answer: What Is the Question? • Epistemology: 新舊信息檢索系統之比較（Dreyfus 2009）：

46. IT in Education is the answer: What Is the Question? • Ontology: • 網絡社會中： • 什麽是教育？目的？與以往究竟有何本質區別？ • 什麽是學校？其存在的價值與意義？ • 什麽是教？什麽是學？二者關係如何？教學多元化，還是同質化？ • 誰是教師？誰是學生？是否既可以是教師，又同時是學生？師生關係如何？

47. IT in Education is the answer: What Is the Question? • Socialization among learners: • Embodiment？ • Communication? • Accumulation? • Trust? • Social Identity? • Norms?

48. IT in Education is the answer: What Is the Question? • Networked Individualism / Hacker Ethic:

49. 相關文獻及資料： Himanen, P. (2001). The Hacker Ethic, and the Spirit of the Information Age. London: Secker & Warburg. Giddens, A. (1990). The consequences of modernity. Cambridge, UK: Polity Press. Jenkins, R. (1996/2004/2008). Social Identity. New York: Routledge. Sztompka, P. (1999). Trust: A Sociological Theory. Cambridge: Cambridge Press. Caswell, T. (2009). Understanding OER and OCW. (PPT) 顧明遠。（1998）。教育大辭典（ 增訂合編本）。上海：上海教育出版社。