Pertti Sirvio
Email: pertti.sirvio@mlab.uiah.fi
Medialab,
University of Art and Design Helsinki, Finland

This paper is based on the presentation held at the conference "From Bayeux to Multimedia", organised by the Riksf^rening f^r L0/00rarna i Moderna SprAk LMS, at Leksand's Gymnasium on June 26, 1998.

Introduction

Several changes affect the way how we teach and learn today. Some of these changes are tackled in this paper. The pioneers of the education are already using the new technology in teaching, but a lot of work is to be done to get the majority of the teachers aware of the possibilities of new media (in its broad sense), especially in the language teaching and learning. It is not a question of a technological change only, the change in the teaching and learning paradigm affects more profoundly the whole structure of the education, teaching, learning and material production.

Together with a general survey to the use of new media in education, this paper presents some of the recent research made in Finland, namely the "Future Learning Environment"-project at the Medialab of the University of Art and Design Helsinki (UIAH), and the "Autonomous Language Learning Modules"-project of the Helsinki University Language Centre. Also a short survey of the Socrates-funded integrated language learning course "Design Spanish" will be given.

Multimedia - new media

The word 'multimedia' will not be used here, mainly because of the vague and unprecise nature of the definition and of the different techniques presently attached to this term. Everyone working with the new technology has an idea of the 'multimedia' used in the teaching and learning, but the ideas and techniques of this new area do not always overlap completely. Thus, no attempt to explain the term is included here. The term 'new media' is suggested here to represent more accurately the concept that covers all the existing (and possibly forthcoming) techniques, visual, auditory or any other nature. A common denominator to all these techniques is the digital format, at least in some phase of the design, production, presentation or delivery, and the use of computers at least in some stage of the teaching, learning and delivery.

Teacher education at cross-roads

Along with the rapid development of the new computer technology, the interactive new media is entering the education much faster than any of the previous technologies, for instance the language labs, or the use of video in the classroom. To be able to follow with the development of the new media and new learning methods in education, it is indispensable to research, experiment and design new learning methods, new learning and teaching environments, techniques and materials. When found useful and effective, the results of these trials should be implemented into the teacher training.

Towards new ways of learning

Some of the changes in the education of today inevitably affect very deeply the working methods of both teachers and students. It is evident that the changes affect the working in the education in general, and not only some single subject, for instance the language learning.

At least the following aspects must be taken account, when planning and designing the teaching and learning of the school of today and especially of tomorrow:

* Technological change * Change in learning and teaching methods * Change in learning environments * Change in teacher training

These changes are closely interconnected, they all affect each other. Research of the impact of these changes is needed, and accordingly the technology, methods and new environments of the learning and teaching must be adjusted to the new situation. Especially the teacher training must be adapted to the requirements of the change.

In Finland, the development of the use of the new media in education was pushed forward by the ministry of education after the publication of the strategy paper Education, Training and Research in the Information Society - A National Strategy (Ministry of Education, Helsinki 1995 ). The strategy was implemented at all levels of administration together with reasonable financial decisions, and as a whole, this resulted to better equipped schools, universities and libraries. Money was also allocated to the development of the software for educational purposes, and for training, too. The strategy is currently being evaluated for further actions.

Not only a technological change

The future of the education lies heavily on the development of the new, interactive learning environments. It should be noted that the present rapid change is not only a technological question related to the introduction of the new media in the education and its physical ''environments': classrooms, homes, learning centres, libraries etc. It is inevitably also an organisational and structural change that affects the whole society, and especially all those involved in the learning, teaching and production of instructional materials.

More and more learning will happen during the entire lifetime of an individual. It is important to be aware of how we are able to study continuosly and still maintain the study process flexible. Also, learning is becoming more and more asynchronous, independent of time and place, distance and open learning and virtual classrooms are used in several types and levels of education.

When working with the new media, the main point is not the way, nor time or place when, where or how the target of the studies is achieved. The most important goal in the virtual learning environments is not only the relevant end result of the studies, also equally important is the actual process of learning, investigating and presenting. The new technical possibilities and meaningful learning environments motivate students to study more actively. The students' responsibility of their own work will be emphazised. It is important to see the student's individual learning development as a whole, and not been restricted too much by the views, principles and the structure of the 'traditional' school.

Technology based learning

From technology or with technology?

There is a distinction to be made in the instructional technology that is elaborated further in the "Future Learning Environment" -project, explained later. In the educational technology so far, the majority of the applications supporting learning have been based on traditional assumptions that the learners learn best "from" technology ('broadcasting'-type of delivery) rather than "with" technology (gathering and elaborationg of 'information and communication' and 'knowledge building'). In the latter case the technology acts merely as a tool for creative thinking and learning, not as the only source for data gathering and processing.

Typical examples of the "from" -approach using technology are the use of books, radio, tv, CD-ROMs, static WWW, video-on-demand etc.

Examples of the learning "with" technology are ICT, interactive internet, distributed databases, groupware, teleconferencing etc.

In the "with" -approach the technical applications are students' tools for selecting and collecting information and for analysing the world, for organising, interpreting and constructing knowledge, and for representing to others the results of their investigations.

From analog to digital

We are moving from analog to digital in the instructional technology. The learning is changing from 'broadcast' type of teaching or delivery towards more and more interactive knowledge building processes. The 'older' educational materials (textbooks, TV, video, audiocassettes etc) are nowadays being replaced partly by materials and methods in digital format (CAI, CALL, electronic tutorials, web-based materials, hypermedia courses etc), digital at least at some phase of their existence.

The digitalisation gives new opportunities to students and teachers for searching, retrieving, analysing, delivering and presenting the learning materials and data worked out of the above-mentioned sources. Data can be collected, elaborated and transmitted more easily than before, and collaboration is much more easier and faster. This easiness in the information transfer and communication provides good opportunities for cooperation that lead to construction and production of new knowledge that can be documented and presented to others.

"Future Learning Environment"-project of the Medialab

The Medialab of the University of Art and Design in Helsinki has launched the "Future Learning Environment"-project (FLE) to investigate the ways to use new media in computer-based learning environments. FLE is a joint project of the Medialab, the Department of Psychology, and the Media Education Centre of the Department of Teacher Education of the University of Helsinki, and it is financially backed up by the Finnish Technology Development Fund, Apple Finland, Grey Interactive, Sonera and the Ministry of Education.

The project aims to research and develop the use of new media in the field of learning and to generate new and innovative learning practices based on the latest results of cognitive research and studies of learning. There will be internet accessible applications supporting learning and thinking. Web-based multimedia learning material of new media for university level will be produced.

The FLE-project is based on the self-reliant student, moreover, the new virtual learning environment will be highly interactive: the students will communicate not only with teachers and tutors, but also with each others, dealing information and developing ideas and common projects on the 'webtops' (desktop-like virtual working spaces), created for each student. The students' projects will be based on real life problem solving. More about the FLE-project at: http://www.mlab.uiah.fi/fle/

Autonomous Language Learning

ALMS - Autonomous Learning Modules

ALMS-Autonomous Learning Modules of the Helsinki University Language Centre is another attempt to approach new ways of learning, in this case in the language learning at university level. The ALMS is built on a task-based learning model, where the communicative and student-centred approach and the concept of "learning to learn" are the central elements. Students should become aware of themselves as learners and of different learning styles and strategies, together with different elements of learning on the whole. The ALMS was first implemented in the learning of English as a second language at the university level, and is now being used also in learning of other languages.

In the beginning of their language studies at the university, the students write a 'contract' to fulfill in a study group that will be formed. The groups will meet and settle a working programme with scheduled meetings and 'workshops'. The students will get support from members of the group, and also from other groups. The teacher will act mere as a 'counsellor', guiding the process, and keeping in touch with the groups and individual students. The students are required to keep a record from their work and continuously evaluate their own progress.

During the process, the students learn the foreign language of their special study area, and besides that, they learn the aspects of autonomy that will help them later in their studies of other disciplines too. Thus the principles of autonomous learning modules are not solely restricted to language learning.

It is not possible here to go deeply into the ALMS project, but at least the following aspects of autonomy should be taken into account (more about ALMS at: http://www.helsinki.fi/kksc/alms/ ) :

Autonomy is a capacity that has to be learned, it is a process; the state of autonomy is essentially unstable, it inevitably involves a change in power relationships and requires supportive structures.

Autonomy requires a conscious awareness of the learning process, and it has both individual and social aspects; it is not limited to the classroom and has to be adapted to different cultural context; and it is closely related to social identity.

During the first four years of experimenting with this new approach to language learning, the following findings can be drawn from the evaluation of the students:

* a general improvement in motivation * the discovery that learning can be fun AND useful * the realisation that they were empowered for life, * the realisation that they themselves have control over what and whether they learn * a growth in awareness which also affects other domains in life * variation in the ease of adaptation to new roles

New technologies and language learning

The new strategies of learning and 'building knowledge' require properly designed environments, and reasonably powerful equipment and software to collect, analyse, built and deliver new knowledge. In language learning computers, cd-roms, web-based materials together with cooperation and tuition on the net will take over at least some of the tasks of the 'traditional' language lab. In the cases like FLE or ALMS, the possibility to study from the distance and independently must be guaranteed, without being tied to the 'ordinary' schedule of the school or educational institution.

Many university level language learning centres and even new comprehensive schools will rebuilt their existing language labs or build completely new learning premises. In most of the cases, the next generation of the language labs will be ready to use new media in the education. There already exist computer-based language classrooms and there will be more in the near future, students' booths having an intranet, possibilities to use the internet and in many cases at least an option for videoconferencing. These classes can be used for several educational purposes besides language learning.

Helsinki School of Economics and Business Administration

An example is the Helsinki School of Economics and Business Administration that will renovate most of its language lab capacity. During the autumn of this year (1998) there will be 4 new MEDIACLASSES (80 places total), all interconnected:

i 24 places for written exercises (dictionaries on CD ROMs, cyrillic keyboards etc), oral exercises are also possible, i 40 places with virtual recorders/PC's for business communication exercises etc., i 16 places with videoconferencing facilities.

These new classes will replace the existing 'traditional' labs, equipped with audiocassettes and TV/VCR-sets; some of the booths will be used for self-access language learning.

Mankkaa comprehensive school

Mankkaa comprehensive school in Espoo, near Helsinki, is another example of a modern school that invests extensively on the computer aided learning and new media. The school has an intranet covering all the classrooms and library, an internet connection and an extensive array of audio-visual equipment. The school does not have a fixed language lab, but a movable cart with tape-recorders and headphones. The cart can be used in the premises where it is actually needed, and does not reserve a whole classroom solely for language lab activities. The school has also experimented with the virtual classrooms both in Finland and in international projects. More about Mankkaa comprehensive school at: http://www.mankkaaya.fi

Videoconferencing

We live in a visual world

The visual aspect of the learning should be taken into account when designing courses for the school of today and tomorrow. The students of today are used to observe, learn and communicate visually. This dimension should be kept in mind when new learning environments and media are to be used for communication.

The desktop videoconferencing has become very affordable during the last couple of years: the prices of the equipment are reasonably low, and the ISDN-connection is not expensive either. Videoconferencing is a very useful tool for any learning practices where the material is visual, be it ordinary slides, photos, overheads or videofilms. However, the most suitable application is its use in education where presentation of 3- dimensional objects is needed. When combined with the learning of foreign language and especially with its use for special purposes, the videoconferencing (when properly planned and conducted), is a very powerful tool. It seems to have lots of uses in several types of education, and especially in arts and design related areas.

Socrates-project Design Spanish

To investigate and demonstrate the use of desktop videoconferencing in the language learning in design related areas, the Medialab of the University of Art and Design Helsinki and Universidad PolitEcnica de Madrid proposed a EU-Socrates project "Design Spanish" for an intermediate level Spanish course. It was intended especially for exchange students wanting to study in Spain in some design institute. The application was accepted in summer 1996; the partners represent 5 design institutions from 3 countries, two of the institutions are from Spain.

A short summary of the project:

* The aim of the course is to use videoconferencing to present minor 3-dimensional design projects in Spanish. The projects represent actual design works of industrial/communication design and textile/fashion design. * Besides videoconferencing, e-mail and internet were used for communication between partners to compile and check the materials to be used in actual conferences. * Videoconferencing lessons were conducted during spring 1998 as multi-point conferences. All participants (4-8 students at each site) presented their works in Spanish. Considering the 'real-life' nature of the projects, many of works would have been very difficult to display in real-time to distant sites by any other means. The use of special language of the single projects was well present. The outcome of the project will be published later in articles.

Support needed

In the technologically oriented education and learning, a sufficient technical support must be guaranteed. Even though the new technology usually is reliably and easy to work with, proper technical aid is needed, as the time of the teacher should be reserved mainly for collecting and investigating materials, teaching, guiding and tutoring, not for repairing, maintaining and updating the equipment. It is also important to have teachers' opinions heard when designing and building new learning premises and environments.

Teaching of teachers

The changes that affect the education at all its levels are not without affecting the work of teachers. The introduction of new media in the education inevitably requieres organisational changes and very often causes 'cultural' changes inside an organisation. Teachers are supposed to learn new skills, change their teaching strategies, and supposedly spend more time in preparing and rewriting materials for their curricula to be used with the new technology.

The introducing of new technology may cause resistance among teachers, as well as it may cause enthusiasm, just like it happened when the language labs were introduced in the '60's. For those who want to pioneer and develop further the use of new media, there should be possibilities to practice, get trained and deepen the existing knowledge in using new technology in the most appropriate and efficient way.

The new media has been a part of the curricula of the teacher training at the Media Education Centre of the Department of Teacher Education, University of Helsinki. The Centre organises degree courses and initial teacher education courses in media education and disseminates information and knowledge about the fast developing area of new media in education. More information can be found at : http://www.helsinki.fi/kasv/media/

Further education centres of several universities in Finland organise training for educators in the use of new media. Some of these courses are based largely on units designed for distance learning, thus allowing the participation of the teachers also from sites not in the vicinity of a university that is involved in the teaching.

Several Finnish organisations, for instance The Association of Learning Technology - OPTEK ry. organise regularly conferences and training for the teachers wanting to be informed of the use and development of the new media in education.

The Future Learning Environment (FLE)-project of the Medialab of the UIAH has been developed by Lauri Mäkelä, Teemu Leinonen, Samu Mielonen and Asta Raami.

Pertti Sirvi^, MA, Coordinator in distance education MA from the University of Helsinki (languages, phonetics, linguistics), acted as an assistant at Department of Phonetics of the University of Helsinki and as an lecturer in phonetics at the University of Tampere; language lab advisor at the Helsinki University Language Centre and at the University of Art and Design Helsinki, coordinator of distance learning at the Medialab of the UIAH. Coordination of the Socrates project "Design Spanish". Several articles in educational technology publications "OPPIMA" and "OTE", contributed the book "Videovinkkej0/00 vieraiden kielten opetukseen" (in Finnish: "How to use video in the teaching of languages") (published by Otava). Chairman (1988-95) of the Finnish Association of the Language Lab Teachers. 1

7 Pertti Sirvi^: New Learning Environments From Bayeux to Multimedia, Leksand June 26, 1998 N