Lifelong Learning and the Virtual University - CDTL - National ...

e-Learning: The Lessons LearntNot surprisingly then, most institutions today haveadopted technology-mediated learning to varyingextents, though there is now less of the ‘hype’ and vastclaims of the dot.com era. Lessons have been learnt,among which are the following:• technology has introduced many new tools; not allare equal• purely virtual classrooms and click-and-dragcurricula have not delivered their promise• a hybrid model—face-to-face and online—worksbetter than an exclusively e-based pedagogy, andis arguably “the most significant unacknowledgedtrends in higher education” 1• e-learning should be used to do what traditionalteaching cannot achieve or cannot do as well (e.g.asynchronous learning, simulations, ‘drilling’)rather than replace traditional teaching methods• ‘chunking’ produces a more useable product (i.e.small, stand-alone units rather than whole course/programmes)• developing e-learning materials is costly andmanpower-intensive and ‘specialisation’ andeconomies of scale are necessary for sustainability• e-learning creates different values for differentlearners and purposesThese points suggest that while technology-mediatedlearning is useful in traditional higher education,perhaps its greater value and ‘return on investment’ isin lifelong learning, particularly where more formal,continuing professional education is concerned, ratherthan that pursued for general interest or enrichment.Non-formal education generally involves learners whoare working adults, have limited time but are fairlyhighly motivated and self-driven. An asynchronouslearning network with its ‘any time/place/pace’learning would therefore better accommodate theirschedule. Also, while this group needs to refresh theirskills and knowledge continuously, the upgrades areusually done in instalments. ‘Chunking’ caters to thisby providing manageable, just-in-time learning withhigh degree of relevance and perceived usefulness—all of which are factors motivating adult learners.Further motivation and stimulation will be provided1. Speech by the President of Pennsylvania State University, Graham B.Spanier. ‘Higher Education’s Biggest Unrecognized Opportunities’delivered on 14 January 2001 at the Turnbull Center, FloridaState University. http://president.psu.edu/speeches/articles/FSU_opportunities.html. (Last accessed: 12 August 2005).with a ‘hybrid’ system that offers them some of thestructure and stimulus of face-to-face (virtual or real)learning. Satellite and video-conference technologynow offer virtually synchronous learning and groupinteraction. Together with these, the incentive of propercertification will remediate the problem of relativelylow success rate of distance/self-learning resultingfrom heavy dependence on self-discipline and willpower. This translates into clear advantages not justfor individuals but also for their employers; e-learningand e-training will optimise effort and reduce cost andwork disruption.The Virtual University for Lifelong LearningAgain, not surprisingly, as the ‘market’ for continuingeducation grows and technology continues to improve,virtual universities have materialised. Generally,new players have not fared well largely becausestart-up costs are high—NYUOnline spent US$25million developing seven courses—and the returnon investment (ROI) dictates a very focused rangeof offering and scalability which requires a sizeabledemand new players are unable to attract without thebenefits of the traditional campus and, perhaps morecritically, the ‘branding’ (e.g. MIT allows open accessto its course materials but maintains that that is notwhat differentiates an MIT education). Establishedinstitutions, however, have found it a logical andpositive extension of their main business. Harvard,for instance, has made the shift:The long-standing rule requiring Harvard degreerecipients to spend at least one year on campushas been revised…many in the business of highereducation are asking whether giving the greenlight to a degree-granting distance learningprogram at the oldest institution of higherlearning in the U.S. marks a sea change in thefield of online education. (DiSalvio, 2003)Several departments at Stanford (e.g. BiomedicalInformatics, Computer Science, Electrical Engineering,Mechanical Engineering, Management Science andEngineering) now offer Master’s degrees, someentirely online and some ‘hybrid’, while its Centerfor Professional Development offers a range ofshort courses in various distance learning formats.Oxford offers a Master’s in International HumanRights Law, University of British Columbia has anumber of certificated programmes, as do many other‘mainstream’ institutions.Catering to lifelong learning via e-learning isbecoming a global phenomenon. Perhaps the bestCDTL Brief / August 2005, Page

example is the University of Phoenix Online. Withits flexible delivery—on campus, online, or both—ithas grown from its inception in 1989 to become“the largest accredited university in the U.S., withmore than 17,000 highly qualified instructors, 163campuses, and Internet delivery worldwide”. 2 DrexelUniversity, one of the top 50 private, national doctoral/research universities, has also formed a subsidiary:Drexel e-Learning.Likewise, NUS, as part of the consortium ofUniversitas 21 institutions, has bought into anaccredited online university: Universitas 21 Global.Its SMA (Singapore-MIT Alliance) programme—acontact-intensive, partly by distance education andpartly by research initiative—which was set up in1998 has proven to be rewarding. With various otherprogrammes and courses modelled on a similarformat in place, NUS is well-positioned—in terms2. U.S. Journal of Academics: usjournal.com (2005). ‘University ofPhoenix: Education for a Global Community’. http://www.usjournal.com/en/students/campuses/phoenix.html. (Last accessed: 12 August2005).of technology, infrastructure and expertise—toprovide technology-mediated learning, not only foron-campus instruction but also—and perhaps nowmore aggressively—for both formal and informaldistance education. As a global knowledge enterprisewith a mission to ‘advance knowledge and fosterinnovation…in service of country and society’,continuing to build an effective lifelong learningsystem that supports the continuous upgrading of theworkforce should be a part of its agenda.ReferencesDiSalvio, P. (2003). ‘Harvard Online: Paradigm Shift, or Businessas Usual?—Controversy’. Professional Media Group LLC.http://www.findarticles.com/p/articles/mi_m0LSH/ is_6_6/ai_103378402. (Last accessed: 1 August 2005).Grose, T.K. (1999). ‘Distance Education the UK Way: Great Britain’sdecades-old Open University gets Particularly High Marks forits Engineering Courses’ Prism Magazine. American Societyfor Engineering Education (ASEE). http://www.prism-magazine.org/nov99/html/distance.htm. (Last accessed: 1 August 2005).Kenzner, R. & Johnson, S. (1997). ‘Seeing Things As They ReallyAre’. Forbes, 10 March, Vol. 159, No. 5, pp. 126–127.Lifelong Learning:Continuous ‘Nourishment’ forthe MindProfessor Matthew GweeDepartment of Pharmacology & Medical Education UnitAssociate Director, CDTLLifelong Learning is not a New ConceptAnyone who stops learning is old, whether at 20or 80. Anyone who keeps learning stays young.The greatest thing in life is to keep your mindyoung.Henry FordThe notion that learning should be lifelong is not new.According to Henry Ford, continuous learning, andnot the real age of a person, is necessary to “keep [the]mind young”. However, the need for lifelong learninghas gained much greater prominence in more recentyears. This article will highlight some insights andissues on lifelong learning.What do We Mean by Learning?Learning begins when a newborn baby starts tocry and takes his first breath of life. Suckling atthe mother’s breast is clearly one of the first thingsa baby learns as he begins his feeding frenzy. Thebaby’s learning progresses as his tender braincontinues to receive stimulation daily through sight,sound, smell, touch and taste. All these inputs areassimilated, processed and embedded in the baby’sbrain as experiences that trigger the learning process(e.g. acquiring knowledge from the immediatesurroundings, including recognition of his/her parents),the acquiring of psychomotor skills (e.g. clasping theCDTL Brief / August 2005, Page

hand presented to the baby) and some simple attributescommon to infants (e.g. crying for attention).Learning is a Natural InstinctAs the baby progresses through life, most of hislearning occurs naturally. Indeed, nature has endowedmankind with the capacity to learn quickly as aprimordial instinct for survival. In the early phase ofhuman life, learning is fun, spontaneous, imaginativeand often creative. There is freedom and joy to learnfrom every opportunity presented to a child, especiallythrough play with other children, family membersand toys.Learning by DesignMost human learning does not occur by design.The classroom is unique because it is a designededucational experience. (Davis, Alexander &Yelon, 1974)As a child begins pre-school and moves on to college,his freedom to learn becomes increasingly curtailedbecause of the need to learn in a formal classroomsetting with prescribed course goals. In the laterstages, there is just too little time and hence a lack ofmotivation to learn anything else other than what isrequired to pass the various examinations of a formaleducation system. However, the award of prizedcollege diplomas or degrees so important for thevarious phases in life are, indeed, rewards for one’sconformity to the education system.Learning Beyond the College DoorsThe hardest conviction to get into the mind of abeginner is that the education upon which he isengaged is not a college course, not a medicalcourse, but a life course, for which the work of afew years under teachers is but a preparation.Sir William OslerFor many individuals, the college diploma or degreeoften marks the end of almost 20 years of formaleducation leading to two options: firstly, withfreedom from set course goals and fear of failingexaminations, there are various opportunities to learnagain. Secondly, the college qualification may leadstudents to an erroneous belief that there is now a lesserneed to be actively engaged in learning.Today, we live in the digital era of informationexplosion with rapid advances in sciences andtechnology that impact our working environment andour daily lives. A college education is no longer enoughto equip a person for a career for life as scientificknowledge grows exponentially (Bandaranayake,2001). This trend is clearly recognised in someprofessions (e.g. medical, legal, engineering) whichcompel their practitioners to undertake continuingeducation and professional development programmesthroughout their careers (i.e. continuous learning,upgrading and updating of their knowledge, skills andkey attributes to ensure their continued professionalcompetency).Learning for a Lifetime of Employment,Empowerment and EnjoymentThere are three main reasons (‘the three Es’) identifiedby Knassel, Meed and Rossetti (2000) on why lifelonglearning is so important, namely:1. Employment (‘Economy’): Continuous qualitylearning will greatly enhance one’s employabilityin today’s global economy. Organisations now puta premium on self-directed learners who aligntheir interests with the all-important mission ofcreating learning organisations in businesses,industry or governments to ensure their owncompetitiveness and survival. As the President ofNational University of Singapore, Professor ShihChoon Fong aptly said:In the old economy, university educationgenerally prepared a student for a career forlife. In the new economy, we must preparea student for a life of careers. This meansa graduate must possess more than theskills for a certain profession. But moreimportantly, a graduate must have the habitsand enthusiasm for lifelong learning, whichinclude discovering, creating and applyingnew knowledge all through his life. 12. Empowerment: Engaging actively in lifelonglearning also enables a person to develop hisskills and abilities to the fullest and consequently,contribute more to his organisation, hence derivinggreater personal satisfaction and control overone’s career development within an organisation.In Singapore, several senior civil servants aswell as government and business leaders fromhumble family backgrounds are model examplesof empowerment through continuous learning.Another example of learning for empowermentis making education accessible to the illiterate ordisadvantaged communities to help them becomemore independent and self-reliant.1. Speech by the President of NUS, Professor Shih Choon Fong.‘A Vibrant First World University’ at Commencement 2000, 19September, at the University Cultural Centre. http://www.nus.edu.sg/president/speeches/2000/commencement20001.htm. (Lastaccessed: 22 August 2005).CDTL Brief / August 2005, Page

3. Enjoyment: Pleasure and fun can be derived fromlearning anything, be it learning to dance, read,or even seriously studying scientific theories andconcepts. The joy of learning is easily observedamong children at play, and is especially evidentwhen a child eagerly and repeatedly demonstratessomething he has just learned. When learning isassociated with fun, it is more easily internalisedand more likely to motivate further learning in anindividual.ConclusionTo create an appetite for learning in individualsthat will sustain them for life. 2Each time we see, hear, smell, touch or taste something,the experience is processed and embedded in our2. The mission statement of the Campaign for Learning—a nationalcharity created with the sole purpose of championing the cause forlifelong learning in the U.K. http://www.bgfl.org/services/partners/campaign.htm. (Last accessed: 22 August 2005).3. Senior Minister Goh Chok Tong (then the Prime Minister) firstannounced the Ministry of Education’s vision of ‘ThinkingSchools, Learning Nation’ (TSLN) in 1997. http://www.moe.gov.sg/corporate/mission_statement.htm. (Last accessed: 22 August2005).minds and it becomes something from which we canconstruct our own meaning and understanding. Aswe progress through life, we need to heighten ourexperiences to develop our potential to the fullest. Wemust commit ourselves to a lifetime of learning thatwill ensure not only our own economic well being andthat of our organisations and our society, but also thatof our minds will be continuously ‘nourished’ and stayyoung. Our national aspiration to promote “thinkingschools and learning nation” 3 is indeed Singapore’scommitment to lifelong learning.ReferencesBandaranayake, B. (2001). ‘Study Skills’ in A Practical Guide forMedical Teachers. Dent, J.A. & Harden, R.M. (Eds.). New York:Churchill Livingstone.Davis, R.H., Alexander, L.T. & Yelon, S.L. (1974). Learning SystemDesign: An Approach to the Improvement of Instruction. NewYork: McGraw-Hill Co.Knassel, E., Meed, J. & Rosetti, A. (2000). Learn for Your Life: ABlueprint for Continuous Learning. Financial Times, London:Prentice Hall, Pearson Education.Lifelong Learning and theStudy of Cell BiologyDr Tang Bor Luen & Dr Yeong Foong MayDepartment of BiochemistryWhen we were undergraduates, cells seemed much lesscomplicated than they are now. In reality the subjectwas not any simpler 10–15 years ago, but the burstof knowledge in recent years has made the currentimage of cells more sophisticated. The knowledge gapon cells is even more apparent when we look at firstimages of cells obtained in 16 th and 17 th centuries. Itis conceivable that the complexity of that image willincrease steadily in years to come, and undergraduatestudents two generations from now may be looking ata more detailed picture (see Figure 1).In view of the above, it would be fair to say that wehave much more factual and conceptual knowledge toimpart to our students than our teachers. Herein liesa problem—how do we teach students this vast bodyof knowledge (both new and old) without overloadingthem with information?The simple answer is we cannot and therefore,should not be expected to. What we can do however,is to illustrate clearly to the students, the principlesand general rules regulating the essential functionsin cells. We can present a broad survey of all theimportant advances, the most significant experimentsand the most obvious shift in knowledge paradigmsin cell-related studies. Furthermore, students shouldbe made aware that cells also function beyondthe boundaries of their membranes, and that thishas implications on how complex multi-cellularorganisms are generated. When students are equippedwith knowledge of these fundamental concepts, weCDTL Brief / August 2005, Page

different perspectives. A survey of the history of cellknowledge will reveal that initial ideas about cellshave been subsequently revised and updated. Thepresent state of cell knowledge is dynamic. On-goingwork and research by scientists will certainly resultin new data which will modify or refute older ideasand refine our understanding of biological processesin cells. In turn, new ideas may pose yet additionalquestions, prompting further studies that would yieldeven deeper insights.Figure 1: Light microscopy picture of mammalian cells (left)and bakers’ yeast (right), the respective cell models used inthe authors’ research. These are nothing more than narrowviews of some of the physical features of the cells. An evencursory description of a single physiological process, such ascell division (right), could be very complex.can then help students synthesise a basic chemicaland biological picture of cells that will enable them toexplore further and expand their knowledge on theirown. Subsequent learning will be left to the studentsthemselves. In other words, as teachers of cell biology,we must not only be able to impart to students coreknowledge that can facilitate continuous learning ofthe subject, but we must also find ways to encouragestudents to further their knowledge on cell biologythrough lifelong learning.Lifelong learning is possible when students developa lifelong interest in the subject. An indication thatstudents have developed lifelong interest is whenthey start engaging in related undergraduate researchprojects or embark on graduate work after theyhave been through their first courses in cell biology(typically in their second year). These students, drivenby their interest in the subject, will constantly updatetheir knowledge on the subject and appreciate thevalue of new information which may occasionally aidtheir occupational duties either directly or indirectly.With a positive attitude towards lifelong learning,students will be capable of assessing critically,the massive amount of information they face inthis information age long after they have left theeducational institutions.Perhaps one key factor in ensuring that studentsadopt a positive attitude towards lifelong learning isto impress upon them that knowledge is never static.Knowledge could evolve due to either technologicalbreakthroughs that offer means to re-investigateand explore certain ideas in greater depths anddetails, or the emergence of new ways of thinkingthat challenge existing ideas thus resulting inMore importantly, students should be made awarethat a positive attitude towards lifelong learning canhelp them ‘survive’ the information age and ‘avoid’the unfortunate fate of being left behind or becomingobsolete. This is particularly crucial for students whojust want to pass examinations and get a degree. Theymust be made to realise that learning does not stopwhen they receive their scrolls.A positive attitude towards lifelong learning canalso be driven by a simple curiosity about the things(not necessarily related to our specialisation) aroundus. Therefore, we should inculcate in students, thehabit of reading widely to expose themselves todifferent fields. This is useful as ideas from otherfields can help us look at problems from differentangles. Progress in the way we understand how cellsfunction came about through the advent of otherfields. As such, while students may not be experts ina field distinct from their professional training, theyare nonetheless aware that perhaps an alternativeapproach to solving a problem exists elsewhere.More importantly, we should build up students’confidence in applying principles they have learnedin attempts to understand difficult facts or scenario.We should also teach them not to be fearful of details,for they are paths to the most important aspect ofknowledge—application.Finally, in these modern times, it is imperative thatcell biology teachers be given a free hand in ourteaching approaches and be allowed to set our ownstandards. This is crucial given the rate at whichthe field is advancing. Rapid advances can only beeffectively followed and taught by teachers whoare lifelong learners themselves. Any attempt tonormalise teaching standards, module difficulty, orfactual content in order to be more comparable toclassical disciplines in biology would be undesirablycounterproductive. It may stifle both teachers’ andstudents’ interest, resulting in little motivationfor lifelong learning. The teaching of cell biologyrequires a multidimensional approach, be it theteaching of concepts (Khodor, Halme & Walker,CDTL Brief / August 2005, Page

2004), the use of illustration aids (Heyden, 2004)or mock practical training (Kitchen, Bell, Reeve,Sudweeks & Bradshaw, 2003). The ways to go aboutthese are best left to the cell biologists themselves.ReferencesHeyden, R.K. (2004) ‘Approaches to Cell Biology: DevelopingEducational Multimedia’. Cell Biol. Educ. Vol. 3, pp. 81–84.Khodor, J., Halme, D.G. & Walker, G.C. (2004). ‘A HierarchicalBiology Concept Framework: A Tool for Course Design’. CellBiol. Educ. Vol. 3, pp. 111–121.Kitchen, E.; Bell, J.D.; Reeve, S.; Sudweeks, R.R. & Bradshaw, W.S.(2003). ‘Teaching Cell Biology in the Large-enrollment Classroom:Methods to Promote Analytical Thinking and Assessment of theirEffectiveness’. Cell Biol. Educ. Vol. 2, pp. 180–194.Lifelong Learning:The New Imperative forLiving in the 21st CenturyMr Koh How EngDirector, NUS ExtensionTeo Siok Tuan,Publications Officer, CDTLThe 21st Century Population TrendsLike most North Americans, Japanese and NorthEuropeans retirees, the post-war baby boomers inSingapore retiring from the workforce in 20–30years are of relatively good health and mentallyactive. Though a greying population in a first-worldeconomically advanced country is a boon in thatfinancial resources are available for lifelong learningfor intellectual, utilitarian or spiritual needs, it is abane for those seeking new employment as most jobshave become knowledge and information intensive.Why Lifelong Learning?Characterised by rapid globalisation and the rise ofthe knowledge-intensive economy, the 21 st century isan era where unprecedented changes in the political,social and economical arenas are happening at abreakneck speed. These, coupled with technologicaladvancement in biotech and materials science, makethe 21 st century an extremely challenging time to livein.Amidst the overwhelming concerns and issues,lifelong learning, though not a modern phenomenon,holds the key to survival in the 21 st century. Generally,the economic rationale for lifelong learning comesfrom two principal sources. First, the rise of theknowledge-intensive economy means that the levelof skills demanded by employers is constantly beingraised. Thus, employees need to constantly acquirenew skills and update their knowledge. Failure to doso could render one obsolete or ‘handicapped’ in theworkforce.Second, technological developments demandcontinuous renewal and updating of skills as jobdescriptions evolve and diversify rapidly under shiftingmarket conditions. The ‘iron rice bowl’ of yore (i.e.a job for life) is gone for good. In today’s corporateworld, cost-cutting measures such as retrenchmentsare common even in industries once thought shelteredand stable. For some people, this may mean two to fourcareer changes in their 40–50 years of working life.Thus, employees of the 21 st century must be preparedto move from one employer to the next throughout theirworking lives/careers by keeping themselves abreast ofthe skills and requirements of their field or industry.Education Beyond the UniversityGiven all these characteristics of the 21 st centurylandscape, education beyond the university andlifelong learning are essential to ensure individualCDTL Brief / August 2005, Page

success as well as the nation’s future prosperity. In a knowledgeintensiveeconomy, school is never out and one never stops learning.Without a lifetime of education, training and retraining, Singaporeanswill not be able to understand our world in the 21 st century, muchless catch up with the demands of the new economy. Table 1 showshow the learning needs of an adult change as he/she goes throughdifferent stages of life.Table 1. 21 st century careers and roles in a lifetimeStages Ages Characteristics Learning Needs12321–45(25 years)46–60(15 years)61–85(25 years)Career/Job/ParenthoodMid-life/TransformationalStageThe Third AgeIntellectual and utilitarianobjectives dominateUtilitarian, recreational andspiritual needs dominateRecreational and spiritual needsdominateThe NUS Extension has been playing a unique role in lifelonglearning since its inception in 1966. Modelled after its counterpartsin top US universities (e.g. Harvard Extension, UCLA Extension,MIT Professional Institute), NUS Extension provides a channel forcontinuous learning to help individuals succeed in the 21 st centuryenvironment where lifelong learning is imperative.NUS Extension provides a wide range of quality programmes andcourses in science and technology, business management, language,culture and history. These are professional certificate and diplomaprogrammes, short courses and online courses. In addition toteaching resources from the NUS community, the Extension sourcesfor professional courses from its partner university extensions in theU.S. and renowned training institutions (e.g. American ManagementAssociation). NUS Extension also offers some of the best languageand culture programmes in Mandarin, English and Bahasa Indonesiafor executives entering the huge markets of China, India andIndonesia. Not only do course participants acquire professionalknowledge and management expertise, they will also be equippedwith the ‘cultural DNA’ to excel in these markets.To help prepare and equip Singapore’s work force, the Extensionis currently focusing on professional education/managementdevelopment courses for adults in stages 1 and 2 of their lives. Inaddition, the Extension offers high quality lifelong learning coursesfor mature adults across all three life stages. By year 2007/8, theExtension’s projected annual enrolment of 10,000 for both categoriesof courses and programmes.As a lifelong learning institution, the challenge for NUS Extensionis to continue to structure our education and lifelong learningprogrammes to meet the needs of our economy, and also offermature adults opportunities to learn and re-learn to live fulfillingand purposeful lives.CDTLThe Centre for Development ofTeaching and Learning (CDTL)engages in a wide range of activitiesto promote good teaching and learningat the National University of Singapore,including professional development,teaching and learning support,research on educational issues, andinstructional design and development.contributorsDaphne PanMatthew GweeTang Bor LuenYeong Foong MayKoh How EngTeo Siok TuanadvisorDaphne PaneditorsTeo Siok TuanSharon KohlayoutMa Lin Lin© 2005 CDTL Briefis published by theCentre for Development ofTeaching and Learning.Reproduction in whole or in partof any material in this publicationwithout the written permissionof CDTL is expressly prohibited.The views expressed or impliedin CDTL Brief do not necessarilyreflect the views of CDTL.An online version is availableat our web site.Comments, suggestions andcontributions should be addressed to:The Editor, CDTL BriefCentre for Development ofTeaching and LearningCentral Library Annexe, Level 6National University of Singapore10 Kent Ridge CrescentSingapore 119260Tel: (65) 6874-3052Fax: (65) 6777-0342Email: cdtpost@nus.edu.sghttp://www.cdtl.nus.edu.sgPrinted in Singapore by First Printers Pte Ltd.CDTL Brief / August 2005, Page