UNIVERSITY WITHOUT PAPER
Jusuf Šehanović
Faculty of Economics and Tourism “Mijo Mirković”, Pula / Polytechnic College of Rijeka
52100 Pula, Preradovićeva 1/1, e-mail: , Croatia
Nevenka Tatković
Teacher Training College / Faculty of Philosophy, Pula
52100 Pula, I. M. Ronjgova 1, Croatia
Miroslav Žugaj
Faculty of Organization and Computer Science (Informatics)
42000 Varaždin, Pavlinska 2; e-mail: , Croatia
Abstract. The concept of “offices without paper” originated during the 1980s. The primary idea behind this notion was that the application of computers and computer networking would decrease the amount of paper used in office work. Today, this same concept is understood as the computerization of all office work. In a similar vein “universities without paper” represents the promotion and employment of information and communication technology (ICT) in the overall scheme of activities in post-secondary institutions. ICT influences all aspects of human life, which includes both education and post-secondary institutions. It makes it possible for any type of information to be accessible to anyone, a condition that necessitates changes in methods of learning, choice and presentation of curriculum, ways of learning, etc. The task of the teacher is for them to adapt their teaching to the changes brought about ICT. The objective of this article is to illustrate some of the aspects of employing ICT in the process of post-secondary education, which leads to the creation of “universities without paper”. Consequently, the article will deal with the influence of ICT on the efficiency of post-secondary institutions in the Republic of Croatia (RC) from the aspect of the demands placed before them by the information society.
Keywords. Computerization, post-secondary education, “university without paper”, “universities with open doors and windows”, “intelligent briefcase”.
1. Introduction
Education today is conceived as the foundation of human rights, universal human value and as a contribution to the national and economic development of society. It is also increasingly viewed as a means of achieving national development and prosperity. Education must serve society as an instrument for its creation and promotion, as well as for the broadening of knowledge and scientific cognition [2]. Simultaneously, an ever-increasing number of people are in a dilemma over whether the current system of education is fulfilling these objectives and if so, what changes must be made in education.
The basic objective of this article is to call attention to the need for permanent computerization of post-secondary institutions as an assurance that the development of Croatian society keeps in step with the advanced world. “University without paper” is a syntagm of this endeavour. On account of the realization of this established objective, the article deals with some of the aspects generated by plans for the computerization Republic of Croatia (RC), attained levels of computer infrastructure, “universities with open doors and windows”, “intelligent briefcase”, curriculum and teaching methods, organization and administration, and the financing of post-secondary organizations.
The authors of this article have engaged in the issue of computerization of post-secondary institutions for a considerable amount of time already, and have propagated their views at a number of conferences and meetings in Croatia and abroad. They have also published several articles on the same subject.
2. The state of plans and the approach to computerization in Croatia
In the last few years, The Republic Croatia has accepted more programs, strategies, laws etc. which treat on state and segments in development. Among them a) Development Strategy of Republic Croatia in the 21.st Century (in which there was a project assignment: Information and communication technologies) and b) Croatian Technology Innovation Development Program. The need of informatization in the whole Croatian society is mentioned in all these materials. Although investments in informatization are high [1], a number of positive reasons promote informatization.
(a) The Strategy part titled “Information and communication Technology” refers to higher education as well (education for professional work on IKT, education in the group of technical, natural, bio technical, biomedical, societal-humanist faculties, art academies, lifelong education – education for occupation changes, education for acquiring skills, post graduate specialist education) and scientific work (IKT support for science, research for IKT improvement, science in the society of knowledge), with recommendations how to achieve planned goals. IKT vies on higher education roles (and scientific, research work) presumes:
Ø choosing the teaching material and models of undergraduate education plans from IKT suitable to each group of faculties,
Ø direction of long life education on IKT usage in specialised trainings that could grow to postgraduate specialists studies,
Ø that science should choose, shape and transfer existing knowledge fund to wider public that is crucial for progress [12].
(b) The Croatian Technology Innovation Development Program offered by the Croatian Ministry of Science and Technology, that treat research and education in a wider sense accentuates:
Ø continuous communication and expert research resources cooperation, from innovators – individuals, technology centres – parks, public institutions, private institutions, faculties to universities are unavoidable in technical system creation and technology development precondition;
Ø the needs of changes in education, faculty programs and adjusting to research and entrepreneurship, other to train academic individuals for hard market games where only efficiency and profit is required;
Ø continuous learning, education, additional education.
It is stated that the crucial item of innovation technology policy is how to assimilate it into a high quality and efficient system [11].
3. Information infrastructure
Three distinct levels of academic information infrastructures are in existence in the Republic of Croatia: 1) state level, 2) university and polytechnic level and 3) college level.
(1) The main informatics institutional infrastructure of post-secondary and scientific subjects in the Republic of Croatia is CARNet (Croatian Academic and Research Network). As the mission of CARNet is to ensure an information infrastructure, knowledge and necessary resource for individuals and organizations that wish to build and incorporate Croatia into the information society, it is logical that the academic community and CARNet are active partners in this process. The shaping and constructing of an information society is understood as the process of creating a wide-spread, effective and highly accessible information infrastructure, which is comprised of not only computer and information mediums, but of regulation laws, content, and support systems. CARNets information infrastructure consists of the CARNet network and services at the national level (registration area, CERT, CIX, NTP). In order to support Croatia’s path towards becoming part of the information society, CARNet endeavours to instruct its users about new technology by means of:
Ø A series of educational projects.
Ø Educational centres.
Ø Organization of Internet conferences [10].
(2) Universities, taking into consideration the position of its members, activities and associations, have a positive view of computerization and, for the most part, recommend their incorporation. Only recently, through the assistance of resources obtained through credit, have universities been able to offer informatics programmes (connecting universities to information networks through the installation of fibre optic cables). The relationship between polytechnic schools and its members is direct, so that investing in computerization is planned and achieved at that level. It should be mentioned that public scientific institutions are outside the domain of universities.
(3) Although its activities are significant for all of the Republic of Croatia, CARNet’s main functions are turned towards academic and scientific communities. The role of all academic and scientific communities, which also applies to those in Croatia, is the creation, installation and use of new technologies. This is the fundamental reason behind why all academic and scientific communities must have the most advanced forms of information and communication technology (ICT) at their disposal. It must be emphasized that the activities of CARNet are precisely directed towards higher education institutions and scientific institutes. The acquiring of computer equipment and programmes, the employment of systems engineers, the appointing of coordinators, education and other important elements, are accomplished in relation to CARNet and its members (post-secondary institutions and scientific institutes), so that the state of computerization, in this view, is a result of CARNet’s activities and its involvement with its members. However, the current state of affairs is unsatisfactory and points out the need for:
Ø Each student and teacher, at all times and at all places (whether that be at home or at school, in a library, etc.), to be supplied with free use of the Internet:
Ø
Ø All post-secondary institutions to have at its disposal computer networking in all classrooms.
Ø All post-secondary institutions own adequate ICT equipment and programmes.
Ø All post-secondary institutions to have a systems engineer employed (most already have) for the purpose of maintaining and servicing all computer-related equipment.
Ø All post-secondary institutions to have a data engineer employed (in place of the current CARNet coordinator – volunteer), for the purpose of creating a data base, implementing interdisciplinary lectures and exercises, putting long distance learning lectures and teleconferencing into operation, etc.
Ø Post-secondary institutions to have a contract with an established computer company which will “escort and follow” the school by offering its support in a number of areas (creation of software, creation and maintenance of Web sites and web information systems, virtual groups, virtual subject libraries, staff training, assistance in the creation of e-lecture literature, repairing hardware, acquiring new computer programmes and equipment, etc.).
Ø Post-secondary institutions to automate (i.e. computerize) all libraries, as well as all administrative, evidentiary and similar activities, etc [8].
In addition to these needs, some studies on the use ICT at post-secondary institutions have suggested that:
Ø Post-secondary institutions and scientific institutes do not have, both in terms of quantity and quality, adequate or modern ICT equipment (software and hardware).
Ø ICT equipment is rarely accessible to students on a full-time (38% of cases) or part-time (46% of cases) basis.
Ø The teacher’s level of knowledge of modern ICT is low (in some cases even lower than the level of the students they are teaching) [8].
Ø A great number of students do not own their own computer [5], or do not have constant access to one (67-78 %, dependant on the area researched), not to mention the fact that an unsatisfactory number of students use the Internet (25-29%) [7].
4. Universities with open doors and windows
Under the heading “universities without doors or windows” it should be understood that the authors wish to refer to post-secondary institutions as places where lifelong education is realized (recurrent education), where education evolves through different levels and degrees, where self-education is possible, as well as long-distance learning, etc. Access to this type of institution is open and physical (door) as well as virtual, through networks and the Internet (window). One of the fundamental preconditions for the creation of this type of post-secondary institution is the introduction of “intelligent briefcases” – that is, ensuring that each student and faculty member (teacher) is adequately equipped with a portable computer (laptop computer). According to the type of study, each “intelligent briefcase” should be “filled” with:
Ø A curriculum of their study.
Ø Service information (college/ university acts, conditions of study, teacher information, etc.).
Ø Required programmes.
Ø Digitalized course literature.
Ø Various addresses (e-mail, www and others).
Ø Communication equipment (Internet) and others.
Upon hearing the idea of “intelligent briefcases”, most listeners’ first reaction is to ask “And where will the money necessary for the purchase of laptop computers for students and teachers come from?” However, the interest shown by those people whose attention was drawn to this idea convinces us that this problem is not at all insurmountable. Here are just a few of the possible solutions to the issue of financing such an enterprise:
Ø The state – exemption from customs and taxes, favourable financing, etc.
Ø Increased business for retailers in the computer market.
Ø Banks – increased income from financing, promotion of e-banking.
Ø Telecommunication organizations – increased use of the Internet and mobile telephones.
Ø Companies with e-marketing and e-business dealings – increased purchases and sales, other transactions, data base searches, etc.
Ø Educational institutions – surrounding demands, competition, and of course.
Ø Students and teachers.
Although poor financial standing is always a problem related to most students, they could partially participate in the financing of their computers, especially if they are informed of this responsibility while still in high school. Nevertheless, studies have shown that the number of students who own a personal computer have risen over the last three years.
Still, the very fact of each student and teacher owning a computer will not result in the desired effect if the following do not occur:
Ø Implementation of new curriculum (developmental curriculum)
Ø Application of an information infrastructure at all post-secondary institutions
Ø Setting up of new organizations
Ø Modernize administration
Ø Creation of a new archetype of teacher and student
5. New programme content and new methods of teaching
A modern, quality and diverse education system, adapted to meet the needs of both the individual and the community, is not only a necessary prerequisite for entry into the information society, but just as importantly it is a lever for Croatia’s further development. The creators of curriculum must define their field of expertise and anticipate their educational value in the light of actual needs. In many cases this means a transition from the realization of the contents of their existing teaching subject to mastering multi-subject fields. Teaching programmes must have their focus turned towards the students more than ever. The curriculum, as well as the students and teachers, must ensure greater efficiency and better supervision over the process of teaching and learning. The important elements needed before the creation of new curriculum should be:
Ø Knowledge production from the students instead of passive memorizing of information.
Ø A partnership between teachers and students in the learning process.
Ø Curriculum based on teamwork.
Ø Possible application of various approaches to learning.
Ø Deliberation and consultation in creating the basic curriculum.
Ø Realistic and important (for life) curriculum.