The basis for the track on Digital Learning at eIndia 2007 was clearly pronounced by the keynote speakers when they spoke of increased outreach and inclusion; transformation of teachers into senior learners and facilitators, and students into inquisitive explorers of the digital age; and gearing up of teaching-learning practices to the challenges of a society forty years from today.
Dr.R.Sreedhar (Director Commonwealth Educational Media Centre for Asia, COL India) introduced the Digital Learning Inaugural keynote session on Envisioning e-Learning with his observations on the need for quality education in the country and the need for a system for monitoring and certification of e-learning.
Shantanu Prakash (CEO of Educomp Solutions, India) dwelt on the question of where exactly does the challenge lie, in terms of the opportunities for elearning. Quashing concerns over the reach and spread of e-learning in the country, he clarified that although e-learning has permeated the country to a significant extent, the point of concern is that not every Indian is a participant in this revolution. According to him, about half a million young people enjoy the benefits of e-learning, but the current challenge lies in spreading these benefits to 220 million.
In the context of Instructional design, huge opportunities are presented in terms of a multi-sensory learning environment, in terms of the potential to provide each child with individual attention, support and motivation; in terms of changing teacher-learner equations and providing students, even in remote locations, with access, not only to local teachers, but to mentors anywhere in the world.
Children across the world can be seen to benefit as cumbersome tomes in heavy schoolbags are replaced with small sleek computers, and digital natives (the current generation of children born into the digital era) delve into the immense possibilities provided by personalized research, action research, and project based learning. Even evaluation would no longer be about determining a students standing in a classroom, or school, or a district; it would offer possibility of comparison with students across the country.
E-learning expands opportunities for e-tutoring as well, and teachers can earn a second income through online tutoring of children located anywhere in the world. With the adoption of e-learning, the role of teacher is altered to admit a paradigm where the teacher is not seen as the expert or guru but rather, as a facilitator who instills values of inquisitiveness and lifel
Speaking on the opportunities and challenges in terms of elearning in Nepal, Dr.Subarna Shakya (Executive Director, National Information Technology Centre, Government of Nepal) highlighted ways in which the National Information Technology Center and the Government of Nepal, in collaboration with the Asian Development Bank, the Korean Government and with Kieo University in Japan, have sought to enhance university education by introducing the school on internet project, and also enhancing the infrastructure for e-learning in the country.
He spoke on the need for a balanced education policy that addresses the needs and concerns of rural as well as urban populations, for increased focus on the e-content creation industry and on the need for distribution of Personal Computers for education at the grassroots. He also stressed on the need for coherent strategies for partnerships to convert these ideas into reality.
Chris Thatcher (Director, SE Asia Educational Development, Cambridge Education, Thailand) urged the audience to address education in terms of its ability to equip students with the skills that would be needed for them to face the world forty years on. He emphasized on the expansion of ICT in education, beyond computers and mobile phones, He advocated a model of education that strengthens rather than obviates the engagement between the teacher and student, enhances opportunities for teacher training and support, and encourages innovation and transformation, creativity and leadership.
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