Speech
KNOWLEDGE AND THE NEW MEDIA
Notes for an address
by Françoise Bertrand
Chairperson, Canadian Radio-television
and Telecommunications Commission
to the Université du Québec à Montréal
Montréal, Quebec
October 23, 1997
(CHECK AGAINST DELIVERY)
I am extremely happy, as you might know, to find myself back at UQAM where I
have spent exciting years working with generous and energetic colleagues. I would
like to extend special greetings to Madame la rectrice as well as all my friends,
and thank l'Équipe de recherche sur l'organisation de la fonction enseignement
à l'Université (ÉROFEU - Research Team on the organization of the
teaching function at the University level) for their kind invitation.
Coming to this seminar on the subject of organizational structure of
undergraduate studies, I cannot help but remember when management and
organization were at the very heart of my responsibilities here at UQAM. How can
I not be interested by a conference where participants are reacting to the rapid
changes sweeping through universities and their organizational structure.
Society is evolving at a tremendous pace, further accelerated by technology.
As you are aware, my professional activities have given me numerous opportunities
to reflect on these issues. Today's CRTC is evolving in a totally different
environment from the one of its beginning. Communication tools are being
developed in every field so much so that decisions that were perfectly valid a
short while ago are now outdated.
I have grown accustomed to successive changes and to welcome each of them as a
new challenge. So I thank you for giving me the opportunity to share this concern
for change with you.
First, let's not forget that UQAM has been since the very beginning, and still
definitely remains, a privileged place for innovative ideas. Despite the
twenty-five odd years on its shoulders, it is still a "young" university, capable
above all of maintaining in its culture the open-mindedness which characterized
its first years.
And yet, a few signs of aging are subtly showing. Sometimes, I have the
feeling it is leaning towards traditionalism when the timing is really not
appropriate. In fact, something new is brewing, calling out not only to
universities but to every dimension in society - political, economic and
cultural.
The social and technological environment is changing radically. I will attempt
to point out some of the consequences this will have on UQAM, and more
specifically on undergraduate studies. A better understanding of this environment
can constitute a first step towards «un premier cycle plus efficient et
dynamique» - "a more efficient and dynamic undergraduate studies", - as the
theme of this seminar invites us to build. So, tonight, I will share my thoughts
with you on the impacts of the new social and technological environment on UQAM.
1. UQAM: YESTERDAY AND TODAY
Before we imagine what UQAM will be tomorrow, let's look briefly at what it
was yesterday and what it is today. We might discover there is a need for a major
shift in direction. Let's go back to 1969, the year UQAM was founded and let's
not forget the circumstances surrounding this foundation.
Two objectives: Access and quality
The people who created l'Université du Québec were witnessing a population
explosion. Consequently, they based their model for the university on the two
main objectives of access and quality from which none of the UQ branches, and
particularly UQAM, ever departed. Lack of money was not to prevent anyone from
having access to higher education. With its doors open to the vast majority, the
University was to be democratic.
This urge to be within everyone's reach at any cost might have caused some
drifting away from the original course. Let's face it. From time to time, there
was confusion between "access for all those having the necessary aptitude" and
"access for anyone at all". As a result, UQAM was stifled by the "May 68"
influence, which still surfaces occasionally. It was time for a turnaround. It
was achieved during the '80s and '90s.
The realignment was facilitated by grouping together, in a more conventional
campus, the majority of students previously spread throughout the downtown area.
This action triggered the objective of achieving quality: from then on, UQAM
wanted to secure its rightful place amongst "respectable" universities.
At that time, the institution was in desperate search for a key idea enabling
it to reposition itself on the scene of university affairs. The upcoming
millenium would provide it with a single new slogan Le campus de l'an
2000, a shell idea left to be filled by the various people in charge.
And, during the following decade, they did not fail in their endeavour.
Initiated by the conference Pour un ressourcement dynamique of October
1988, year after year, declarations, meetings and think tanks followed one
another and grew in number. What were their outcomes?
In 1995, a more explicit acknowledgement of reality emerged, showing a high
dropout rate, a trend in students coming back to full-time studies, some
weaknesses in student supervision, a gap between adult students and their
expectations, and organizational shortcomings in the modules. Each issue was
addressed and tailor-made solutions were found. Their implementation is now
bearing fruit.
What are the objectives for the coming years?
However, these solutions do not seem to keep up with the accelerating pace of
the social tranformation. Yet, the two fundamental ideas of access and quality
are as topical as ever. This is why the approach chosen by ÉROFEU , which
led to this conference, is so interesting. It focuses on "new guidelines", on
"University of the third kind" and on "the changing society". Furthermore, the
current reform is also a forum where these issues are being discussed.
I will not go over the entire analysis carried out by the researchers. I will
simply set out my own observations within their framework, that is to say, I will
reconsider the university function in our present-day society. I have drawn my
inspiration from the most recent report published by the research team in March
1997. The report examines, among others, the forces that shape teaching at the
undergraduate level.
These forces are presented in a sketch format. Discreetly, in one of the
corners of the sketch, hangs a small cloud with a caption: "The New Environment".
This is now what I will be talking about: this little cloud seen in two
dimensions, the social environment and the technological environment. I will then
suggest some paths that can possibly lead in the right direction. You will surely
recognize in me the sociologist, the environmentalist, as well the enthusiast for
communications!
2. THE SOCIAL ENVIRONMENT
When we think about the social dimension of the university environment, we
usually adopt a Québec or a Canadian perspective: before and after the
Révolution tranquille. Let's see how things would look if we chose a wider
perspective embracing the whole planet.
Over the past 25 years, the major changes in social values that swept through
the Western World have influenced UQAM's development up to now. There is no
reason why this should stop in the future. And it's all for the better because
the institution will continue to grow only if it remains responsive to new
emerging values.
Yesterday's environment
Let's go back for a moment to the days when UQAM was born. Spontaneously, what
words come to mind when we think about those years? The baby boom, Martin Luther
King's fight for equal rights, May '68, the sexual revolution, Woodstock,
Marcuse, man's first steps on the moon. In other words: expansion, prosperity,
the leisure society, the right to happiness.
Despite the Vietnam War, that generation never really experienced the
apprehension of war. On the other hand, they witnessed the supremacy of the
written word gradually be replaced by the supremacy of the image, and exceedingly
that of the television image. Since the publishing in 1962 of Marshall MacLuhan's
cult book, The Gutemberg Galaxy, they have even ventured to question the
usefulness of books as the vehicle par excellence for culture, preferring the
religion of the Global Village which appeared to be the key to a better
understanding of others and consequently, the key to universal love.
UQAM's first ten years can be looked at through this prism. However, the time
would come when baby boomers would have to face the reality of everyday life.
Unbounded triumphalism would be followed by a less flamboyant period, as if time
were needed to digest innovation. This tendency would also be reflected at UQAM
where promoting "quality" became everybody's job.
Today's environment
When today's student are looking for the dominant personalities on the social
scene, who do they see? What cause of magnitude are they solicited to commit to?
They seem to me as if they were caught between two dominant ideologies. On the
one hand, the buoyant economic darwinism that even the US has to comply with, and
on the other, increasingly pressing calls to protect a threatened planet. And
there is a third trend that has been emerging and growing over the past few
years: the search for an identity made up of spiritual and moral values that more
and more people want to share. In my view, this is the new social environment
spreading throughout the world and, hence, influencing students in our
universities.
3. THE TECHNOLOGICAL ENVIRONMENT
After this brief overview of yesterday's and today's social environment, let's
consider the technological environment. Technology plays a multiform role in the
progress of society. To illustrate this, I will use some examples drawn from what
I know well and is part of our daily work at the CRTC: the profound changes
affecting the communications world.
A fast-evolving communications universe
As you know, we live in a world where telecommunications and broadcasting are
increasingly converging, as far as technology and consumer needs are concerned.
The continued development of technologies and innovative services have the
potential of altering the economic activities of the country and move us from a
post-industrial economy to one fully based on information and knowledge.
Convergence is bound to bring about major changes in business, education,
culture, our homes and in our lives.
The Commission believes competition is the driving force that will allow it to
provide enhanced services and more choices. It must be clearly understood that
whether it is content or the means of distribution, we are not introducing
competition for sake of competition! First and foremost, the objective is to
ensure that all of us, as citizens, have access to a broader range of services,
adequately responding to our needs, at reasonable prices.
Competition in long distance services
As in everything else, such an evolution cannot happen overnight and there is
still a lot to accomplish in order to achieve these objectives. Taking the
telecommunications sector as an example, we have to go back to 1992 when the CRTC
decided to open the toll market to competition. The implementation of this reform
had its ups and downs, but today we can measure the benefits: it is estimated
that consumers save approximately 20 to 30% on their long distance bills.
Competition in local telephony
As for the local telephone market, the Commission started a major regulatory
reform in 1994. With the introduction of competition in toll markets, it was
obvious we had to change a regulatory framework previously intended to fit a
monopoly situation. This rethinking process led to the May Day decisions which
basically aim at establishing an appropriate environment for a fully competitive
telecommunications market in Canada. Without going into details, it is clear that
what is at stake is far more than local telephone services; it is the
implementation of a communications environment called the Information Highway.
Competition in distribution
The Commission adopted a similar approach for the broadcasting distribution
sector. Cable companies see themselves competing with carriers using other
technologies, including telephone networks. This should result in enhanced
services, new products and more competitive prices.
A no longer cohesive broadcasting sector
As we are moving into an era of supercarriers, the challenge for the whole
industry, telecommunications as well as broadcasting, is how to reach the
consumer and how to maintain his loyalty.
We already know that digital technology and video compression will inevitably
modify the face of broadcasting. What should we do to adapt? We believe the time
has come to review the entire broadcasting landscape, as we did in the
telecommunications sector. Again, it is not a matter of changing for the sake of
changing. Rather, we want to ensure that the tools we have to achieve the
objectives of the Broadcasting Act are still appropriate, now in 1997. In
this perspective, we have initiated a process to review the television and radio
environment over the next three years.
As for new media, we know we must address the Internet issue. Intended at
first as an emergency communications network in the event of a nuclear attack,
the Internet today boasts some 40 million users world-wide.
Convergence already exists, on Internet and on-line services, that will
provide increased access to radio, to television, to music and to film-on-demand
services. Video-on-demand services should eventually allow television viewers to
choose their preferred programs at the time of their choosing. How will we ensure
the presence of our products in this new environment? How will consumers have
access, at affordable prices, to these new services? One thing is sure: we are in
a transition between a "pull" and a "push" market.
In fact, our question list is quite long. And we know we will find the answers
only through a collaborative process involving all stakeholders to help us take
appropriate actions to best serve the consumer interest.
4. TECHNOLOGY AND EDUCATION
After this overview, let's now turn our attention to the impacts the new
environment will have on universities. As I have said previously, the Information
Highway profoundly influences our life style. In education, we have been familiar
for a long time with distance education. Even if UQAM has already developed, with
the CBC French FM network, an Egyptology program on the Internet, this kind of
project is far from being widespread!
On a large scale, would this type of training be desirable? Is it the best way
to solve the technological problem of trying to link supply and targeted
clientele? Relatively cheap compared to the cost of physical facilities but
deprived of face-to-face interactions between teacher and students, is this kind
of on-line education effective enough to be generalized?
When considering such infinite possibilities, it is often hard to separate
reasonable future from science fiction. Very different initiatives are jumbled up
together, as is the case in David Foot's essay, "Between Boom and Echo". The
author refers to essentially different accomplishments like University of
Calgary's Masters program in continued education and York University's on-site
intensive training programs for managers. All sorts of educational initiatives
are labelled "distance education". Well, that is a distinctive feature of new
ideas.
Let's try and put our reflections in order by introducing a new concept: the
"no-distance education".
Instant access to remote intellectual resources
No-distance education is primarily a technological achievement because it
gives instant access to remote intellectual resources. In this respect, BADADUQ
was really a precursor. Thanks to computer networks, anyone can without
physically moving, access in real time any major library in the world.
A fine example of this is Stanford University's clever virtual
library: a simple counter referring to a vast number of private and public
libraries across the continent. A no-distance university would thus emphasize the
fact that any high-calibre educational institution is right next door.
Today, without waiting for the mailman, you can access main public documents
in full. Tomorrow - and even today on an experimental basis - complete works will
be available. You can also use the virtual version of equipments, like a flight
simulator, which would otherwise be out of your reach - doctors perform
robot-assisted surgical operations.
Things are turned around. Universities no longer reach out to students in
remote areas; rather, students from their universities access knowledge centres
of their choice. Why not take this reasoning a step further? Why should a student
still have to go in a classroom when he could access from home both his
university for lectures, and other resources for documentation? Could distance
education and no-distance education go hand in hand? Téléuniversité has already
understood the concept and is developing its new programs accordingly.
The need for a cultural identity
But this kind of learning experience can also have its shortcomings and suffer
from the lack of either a teacher's influence or the competitive spirit usually
present among fellow students. As well, it can be very difficult for a student to
build his own cultural identity and a sense of belonging. When a student relies
too much on a computer screen and not enough on confrontation in the classroom,
he does not affiliate with a group. No one forces him to question his values. As
a result, he chooses academic contents according to his preferences, without ever
being stimulated to change at the contact of others.
Distance education institutions have found a way to get round this obstacle:
they resort to tutors. The no-distance education could probably resolve the
problem through chat lines. But let's come back to UQAM.
6. IMPACTS ON UQAM
Up to now, we have seen that UQAM was founded in the particular social and
technological environments which have shaped its personality. Now, what does the
development of multimedia mean for the future organizational structure of
undergraduate studies?
A new kind of competition
First, it means increased accessibility for students; that is extremely
congruent with an institution founded on the basis of broader access! It also
means an increased demand for quality, a leitmotiv at UQAM since 1980.
Consequently, on these two counts, it means continuity.
But continuity at a different level. Competition between universities has
found a new playground. As soon as Internet and satellite distributed educational
material become widespread - and things do go fast - UQAM will have to compete
with universities world-wide. As an example, just think about the resources of
the Alison Cameron Centre for Higher Education and Professional Development. From
Macquarie University in Australia they "web" the planet!
Universities have to compete, not only with other universities, but also with
virtual, campusless institutions, like McGraw Hill's and IBM's. In the case of
IBM, their virtual institution reaches out to twelve countries, including our
own. They provide custom-designed "pay-per-lecture" training, using the most
qualified teachers and institutions in each discipline offered in their packages.
Everything is centered on student needs with a wide range of technological tools
when assistance is needed.
Today, even a cable company can adopt an educational mission aimed at
university programs. Jones Cable, one of the largest American organization of
this kind, has done it with its virtual institution, The Mind Extension
University. Their Knowledge Institute offers a wide range of educational programs
presented in different media formats.
One peculiar feature of these new heirs to the Open University is that they
can offer highly targeted programs and bring in the best specialists without
carrying heavy expenditures, since they hire by the lesson. You might be aware of
Northern British Columbia University's new formula of a virtual institute called
The Ideas of a University. It bears in epigraph the following quotation by Robert
Pirsig:
Such a strong competition has become possible because of the globalization of
society, and because the new economy requires high quality, as proven by the ISO
Standards. Two more immediate factors strengthen this trend. On the one hand,
rising disciplines are not protected by professional bodies and exclusive
degrees; and on the other hand, the targeted training provided by the new
consortiums often has more use, and therefore more value, for employers than
university programs.
Steps towards "interconnexion"
UQAM may well decide to remain a more traditional university. We are just
witnessing the first attempts at presenting knowledge in new formats. No one can
predict what lies ahead. The classic teacher is not about to disappear ...
fortunately!
But if we are aware of this social trend, we must come to grasp immediately
with the idea that any reorientation we would be willing to pursue will be
effective only through partnerships. Intellectual partnerships, first, to bring
together the brightest personalities, and then, technological partnerships
translating into interconnexion between the various fields where communication
intervenes.
A knowledge centre choosing to offer a curriculum adapted to a broader
clientele will have to resort to the best authorities, either through forming an
alliance with another university, or by finding ways to invite prominent
professors during a given period of time. In the province of Quebec, universities
can benefit from a certain number of complementary skill centres, like
l'Institut national de l'image et du son, CESAM and ICARI, to
name but a few. All that is required is to establish alliances and networks.
However, this knowledge centre will need external support to give shape to its
educational programs, for example, an organization specializing in distance
education, another in advanced production means, and yet another specializing in
the new marketing techniques. These alliances will develop permanent or temporary
interdisciplinary consortiums. As higher education centres, they will be part of
traditional universities, both in terms of influence and quality.
There are many reasons to explain this phenomenon, one of which is crucial.
The exploitable dimensions of the communication field for educational purposes
have become so considerable - universal, to be more precise - that a sole
organization could never control all their aspects. In my view, these new
structures will inevitably be put in place because the expectations of the rising
generation act in conjunction with today's economic requirements. Students in
this day and age are quite different from the students we were: they are used to
accessing nearly instantaneously numerous sources of knowledge.
Universities will have but no choice to adapt to these new needs and ways of
doing things. But partnerships also entail responsibility sharing.
Developing a new model
A glimpse in the future shows new ways of disseminating knowledge through
channels as diversified as the satellite, optic fibres or Internet. Increasingly,
we will see the emergence of custom-designed contents to meet the highly targeted
needs and requirements of a world-wide public. Tremendous audience, yet extremely
specialized and high-quality training.
It is obvious the university organization we know is not about to disappear.
But a parallel and complementary structure is already in place. Therefore, we are
talking about repositioning the university campus.
But, first and foremost, it is a question of choice. Adding these new avenues
to traditional education requires a change in mentality, a real shift in the
university milieu. Not only will structures have to be rethought, but there will
also be a need to use more of the technological resources already available to
provide both access to knowledge, and high-quality knowledge. This will require
an in-depth reflection and it will not happen without discussing the role of the
teacher. So, the university will have to go beyond its walls and be creative in
order to reach its clientele.
CONCLUSION
As our environment evolves, university life is taking on new shapes as well.
We, at the CRTC, have chosen to adapt to this new and fast changing environment.
Since we do not hold a monopoly on good ideas, we have called for an open
dialogue with all interested parties so we could benefit from the input of the
best minds around. In fact, we are convinced that dialogue and collaboration will
not only help us enrich our decisions, but to find collectively better ways of
enhancing he Canadian communications system and, in this way, better serve our
fellow citizens.
In its own manner, UQAM will certainly find a promising direction for the
future, enriching your programs and disciplines, and stimulating your clientele.
By changing your façons de faire, using the resources differently, and
taking advantage of the opportunities the new technologies provide, it is still
possible to ensure access and quality in education, all the more so in
undergraduate studies. I am absolutely convinced that, at UQAM, you have the
expertise and the skills to adopt new ways of doing things, and to achieve a
competitive edge that will ensure your future development. As you know well,
daring sometimes pays...
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Contact: CRTC Communications Branch, Ottawa, Ontario K1A 0N2
Tel.: (819) 997-5427, TDD: (819) 994-0423, Fax: (819) 994-0218
This document is available in alternative format upon request.
Date Modified: 1997-10-23 |
