‘Self-learning in a Digital Era’
It is our pleasure to hold the ASEM LLL Hub meeting – SELF-LEARNING IN A DIGITAL ERA on 2-4 November 2015 at The Gateaway Resort, Damdama Lake Gurgaon, New Delhi, India. The meeting is highly relevant because there is an urgent need to discuss this topic. In the contemporary economic crisis we need new visions and effective models for lifelong learning.
The meeting seeks to engage representatives from all 32 EU member states and 19 Asian countries under the auspices of the Asia-Europe Meeting (ASEM) to discuss and construct concepts and practices for lifelong learning. At the meeting researchers, policymakers and practitioners will discuss contemporary possibilities of self-learning in a digital era, key concepts for policies and practices in Asia and Europe and what role researchers and policy makers should play in creating lifelong learning opportunities for all in Asia and Europe.
We hope you – together with other stakeholders in the field of lifelong learning – will participate in the meeting. You can find more information about the programme for the meeting in the left column.
Registration form for interested participants (by invitation only) can be found here – CLOSED
Partners and sponsors: The forum is organized by the School of Education, Aarhus University (ASEM LLL Hub); in cooperation with Danish Ministry of Foreign Affairs, Danish Ministry of Education, The Innovation Centre Denmark at The Royal Danish Embassy in New Delhi, EU and Asia-Europe Foundation (ASEF).
Can the digital revolution change education?
Professor Dr Claus Holm, Chair of ASEM LLL Hub
There is a belief that the availability of a number of information and communication technologies means a radical transformation of the way students learn: the digital revolution creates an educational revolution. That is in any event the claim, that is just as strong in Asia as in Europe. But why is it so strong, when there is no evidence that technologies such as laptops, mobile phones and online and open distance learning courses make a substantial difference to student achievements? One answer is that strong market interests, which capture public attention and create a ‘must have’ factor, contribute to a herd mentality and encourage large investments in these technologies. Another answer is that certain parts of the world actually need nothing less than a revolution – and also a revolution that is relatively inexpensive. This makes the idea of, for example, online distance learning with its lower instructional costs – once programmes are up and running – very attractive: not only for providers, but also for buyers with a small budget and an overwhelming number of people with a largely unmet need for access to education. One might say that, today, access to these digital technologies plays an important but not exclusive role in changing many people’s ability to learn.
My claim is that technologies such as laptops, mobile phones and online and open distance learning courses can be pedagogically appropriate. This requires that change is not implemented by an uncompromising revolutionary who refuses to listen to the evidence that digitisation does not automatically mean progress in students’ learning. Or couched in positive terms, it requires that gradual changes in the use of digital technologies are carried out by reformers who know that respect for the starting points of different learning cultures is a prerequisite for achieving fundamental changes.