1 being a teacher in the knowledge society prof. bernard cornu (inrp, france) 1st elfe conference,...

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Being a Teacherin the Knowledge Society

Prof. Bernard CORNU(INRP, France)

1st ELFE Conference, Brussels, 22 November 2004

INSTITUT NATIONAL DE RECHERCHE PEDAGOGIQUE

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Information and Communication Technologies (ICT):

Not only a tool to improve teaching and learning

but profound changesin Society, in Education, in Knowledge, in accessing Knowledge, in the Teaching Profession

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1. Knowledge Society2. Networked Society3. Collective Intelligence4. The school in the Knowledge Society5. Being a Teacher in the Knowledge

Society

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Digitalized information: « 0 » and « 1 »

We have moved from computers and computer science…… and from communication technologies… to ICT and networks

IT: processCT: transport

moving, interactive, multimedia, hypermedia

ICT

1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

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Information: Facts, comments, opinions,expressed through words, images, sounds...It can be stored, circulated...

Knowledge: The output of the reconstructionof information by a person, according tohis/her history and context.It depends on the person.


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Information society: A society in which information is a good that one can exchange, buy, sell, store, transport, process. The society of the digital divide.

Knowledge society: A human society, in which knowledge should bring justice, solidarity, democracy, peace... A society in which knowledge could be a force for changing society. A society which should provide universal and equitable access to information.


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Information can be transmitted,

knowledge must be acquired, constructed.

Integrating ICT in order to build the knowledge society.


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The four pillars of Education :

Learning to knowLearning to doLearning to live together, learning to live with othersLearning to be

The four pillars of Education :

Learning to knowLearning to doLearning to live together, learning to live with othersLearning to be

(Jacques DELORS, 1996)


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Integrating ICT in order to build the Knowledge Society:

Learning to knowICT and Knowledge, accessing KnowledgeLearning to do

New capacities, do through ICTLearning to live together

New communication, the « e-citizen »

Learning to be… in the knowledge society; personal

development


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• ICT change knowledge itself:Each discipline, its concepts, processes, methods, resources available…

• The Knowledge Society needs new kinds of Knowledge, that cannot reduce to traditional disciplines


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• disciplines• transverse knowledge• complex knowledge

An example: Edgar Morin(Seven complex lessons in education for the

future)


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1. Detecting error and illusion: Teach the weaknesses of knowledge: what is human knowledge? Teach its errors, its illusions; Teach to know what to know is!

2. Principles of pertinent knowledge: One must be able to take into account global and fundamental problems, in which partial and local knowledge will then be used. The knowledge cannot be split into disciplines. One must be able to consider the objects of knowledge in their context, in their complexity, in their whole.

1. Detecting error and illusion: Teach the weaknesses of knowledge: what is human knowledge? Teach its errors, its illusions; Teach to know what to know is!

2. Principles of pertinent knowledge: One must be able to take into account global and fundamental problems, in which partial and local knowledge will then be used. The knowledge cannot be split into disciplines. One must be able to consider the objects of knowledge in their context, in their complexity, in their whole.


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3. Teaching the human condition: Teach the unity and the complexity of human nature. This needs input from biology, from human sciences, from literature, from philosophy. Teach the relationship between the unity and the diversity of what is human.

4. Earth identity: Teach knowledge at a worldwide level. Teach the history of the planetary era, teach the solidarity between all the parts of the world.

3. Teaching the human condition: Teach the unity and the complexity of human nature. This needs input from biology, from human sciences, from literature, from philosophy. Teach the relationship between the unity and the diversity of what is human.

4. Earth identity: Teach knowledge at a worldwide level. Teach the history of the planetary era, teach the solidarity between all the parts of the world.


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5. Confronting uncertainties: Sciences have established a lot of certainties, but they also have revealed many uncertainties. Teach the uncertainties in physics, in biology, in history.

6. Understanding each other: Teach understanding; understanding in all its meanings, mutual understanding between human beings. And teach what misunderstanding is. It is a crucial basis for peace education.

7. Ethics for the human genre: Teach the world. Teach the ethics of humanity preparing citizens of the world. Teach how democracy relates to the mutual control between society and individuals.

5. Confronting uncertainties: Sciences have established a lot of certainties, but they also have revealed many uncertainties. Teach the uncertainties in physics, in biology, in history.

6. Understanding each other: Teach understanding; understanding in all its meanings, mutual understanding between human beings. And teach what misunderstanding is. It is a crucial basis for peace education.

7. Ethics for the human genre: Teach the world. Teach the ethics of humanity preparing citizens of the world. Teach how democracy relates to the mutual control between society and individuals.


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From chain to pyramid and to network..


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Network:

- Nodes (information, people, knowledge, …)and edges (links…)

- Complexity- The « world wide web »- Several paths from one node

to another- Interactive, evolutive- Sub-networks,

network of networks...- Circulate in a network- Changes in hierarchies


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Communication:one to one

one to all (media)all to all

From hierarchicalcommunication tonetworked communication

New kinds of hierarchies…


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Education in a networked society

• Education needs networks of knowledge• The links (the edges): contribute to the elaboration and acquisition of Knowledge


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Education in a networked society

Take into account:• new knowledge• access to knowledge• communication in a network• new teaching, new learning• new tools, new resources, new pedagogies• new space and time• new teaching profession


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ICT change the way one can access knowledge.

- find appropriate paths in complex networks.- validate the knowledge found- find appropriate knowledge

A major role for the Teacher: help the pupils circulate in the network of knowledge.


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Individual / collective intelligence and capacities

…the networked society needs and reinforces a collective intelligence.


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Example: ants

• Building bridges• Transporting heavy loads• Finding the shortest way• Regulating the temperature

Stigmergy: indirect communicationthrough the environment


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Internet is mainly a tool, the more recent we found for perfecting our intelligence through cooperation and exchange… The true revolution of Internet is not at all a revolution of machines, but of communication between human beings… Internet enhances our capacity for collective learning and intelligence… Each community realises that it is one of the dimensions of the production of human sense… Internet forces us to experiment new ways of being together… The ethics of collective intelligence, consisting in interlacing different points of view… (Pierre LEVY, 2000)

Internet is mainly a tool, the more recent we found for perfecting our intelligence through cooperation and exchange… The true revolution of Internet is not at all a revolution of machines, but of communication between human beings… Internet enhances our capacity for collective learning and intelligence… Each community realises that it is one of the dimensions of the production of human sense… Internet forces us to experiment new ways of being together… The ethics of collective intelligence, consisting in interlacing different points of view… (Pierre LEVY, 2000)


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Collaborative workVirtual communitiesSemantic web

• communication• collaboration• collective learning• collective competencies• collective memory• collective intelligence


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An aim for education: build a collective intelligence; a role for Teachers.

• The classroom is the first place where collective intelligence can be built and used.• Develop collective intelligence of pupils• Develop the capacity for collaborative work• Use collaborative work


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Time / Space

eLearning

Blended Learning


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e-Learningfrom "CAL"

to distance-learningthen e-Learning

• not only technology, but a new conception of teaching, training, learning• Managing differently time and space• Internet and virtuality• individualisation and collaboration• Interactivity: interactive content

interactive tutoring


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The school of the future…

The OECD scenarios“Schooling for tomorrow: what Schools for the future?”, CERI, OECD, 2001

"status-quo" extrapolated"re-schooling""de-schooling"


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OECD scenarios / "status-quo" extrapolated

1. Robust bureaucratic school systems

status-quo, bureaucracy, uniformity, resistance to change

ICT: used, but not integratedICT may lead to the end of the "status-quo" (together with the lack of teachers)


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OECD scenarios / "status-quo" extrapolated

2. Extending the market model

dissatisfaction, the « market law »: demand driven, diversification, new providers and professionals, “cyber-training”, inequality, competition

ICT: A tool for trainingICT exploitedICT and competition


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OECD scenarios / “re-schooling”

3. Schools as core social centres

education, a public good; schools: centres of community, equity, citizenship

ICT: for communication between partners, in and out of schoolICT: a tool for citizenship


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OECD scenarios / “re-schooling”

4. Schools as focused learning organisations

(centred on « knowledge » rather than « society »), competence development; innovation; research and development

ICT widely exploitedICT integrated in teaching and learningICT: a tool for learning, analysis, communication


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OECD scenarios / “de-schooling”

5. Learner networks and the network society

dissatisfaction of school systems, cooperative networks, home schooling, no reliance on teachers

ICT for networkingICT and independency from time and space


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OECD scenarios / “de-schooling”

6. Teacher exodus - the meltdown scenario

School systems disintegrated, status-quo + lack of teachers

ICT to replace teachersCompanies involved in ICT in education


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OECD scenarios

Variables and commands:

• Attitude and expectation towards schools• Mission and objectives of schools• Organization and structures• Geopolitical dimension• Teachers


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New competencesteaching in the knowledge societyteaching in the networked societydeveloping a collective intelligence

• Technology• new pedagogical possibilities• new management of time and space• new knowledge• new networked form of knowledge• new expectations of Society


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Ethical competences

• ICT and "Education for all"• Digital divide and divides in education• globalization• commercialisation of education• property rights, cyber-crime, privacy...


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Expectations of the Society


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Teachers have two major roles:

- Forming citizens in a world marked bychange and dominated by the ephemeral;transmit the basic values of society andthe universal values of humanity.

- Instilling knowledge, when knowledgehas changed and accessing knowledgehas changed.


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ICT confirm the essentialand core role of the teacher:

be the MEDIATORbetween knowledge and the student

…the face-to-face relationshipbetween the teacher and the pupilremains essential

The human dimension of teachingsupported and enhanced by technology


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« Always more… » or core competences?

A collective Competence (a team profession; ability for cooperative working, collective intelligence)An evolutive Competence (Lifelong Training; Permanent competence to acquire new competences).

Diversity of competences; ability for diversity.


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Teacher… more and more a profession!

A profession that needs a professional training, a higher education research based initial training.

Competences in the framework of Life Long Learning.

A permanent professional development, in partnership with the actors of Education and Schools.


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Competences for working with Knowledge… networked knowledge, complex knowledge, in the Knowledge Society

Competences for working with Human Beings… individually and collectively, building a « collective intelligence »

Competences for working in the Society… social, political, ethical responsibility

A profession of intellectual freedom


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- ICT have first EMERGED asnew concepts, new tools, new resources

- APPLYING ICT to teaching

- INTEGRATION of ICT into education

- TRANSFORMATION of education

Conclusion…

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ICT can no longer be simply considered astools for improving teaching and learning;a profound transformation has started,towards the Knowledge Society.

Teachers are the main agents ofthis transformation.

Conclusion…

47INSTITUT NATIONAL DE RECHERCHE PEDAGOGIQUE

Thank you…

[email protected]

1 being a teacher in the knowledge society prof. bernard cornu (inrp, france) 1st elfe conference,...

Documents

knowledge learning

human knowledge

networked society

weaknesses of knowledge

local knowledge

objects of knowledge

information society

human society