decision making for integrating ict into education prof. bernard cornu (inrp, france)
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Decision Making for Integrating ICT into Education Prof. Bernard CORNU (INRP, France) SATW/EENet workshop, Muenchenwiler, 10 October 2004. 1. Society is evolving 2. Education 3. Trends in ICT 4. Competencies 5. The school of the future 6. Institutionalisation - PowerPoint PPT PresentationTRANSCRIPT
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Decision Makingfor Integrating ICT into Education
Prof. Bernard CORNU(INRP, France)
SATW/EENet workshop, Muenchenwiler, 10 October 2004
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1. Society is evolving2. Education3. Trends in ICT4. Competencies5. The school of the future6. Institutionalisation7. Learning systems management
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1. Society is evolving
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 to his/herhistory 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 can bring justice, solidarity, democracy, peace... A society in which knowledge is 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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2. Education.The "four pillars" (Jacques DELORS, 1996):
Learning to know
Learning to do
Learning to live together
Learning to be
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Integrating ICT in order to build the
Knowledge Society
Learning to knowICT and Knowledge, accessing Knowledge
Learning to doNew capacities, do through ICT
Learning to live togetherNew communication, the « e-citizen »
Learning to be… in the knowledge society; personal
development
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3. Trends in ICT
not a matter of technology,but some fundamental trends
NetworksCollective intelligenceE-LearningEthics
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Networks• A set of "nodes" (points, information, people...) and "edges" (links...)• Complex networks• The "world wide web"• From "trees", "pyramids", to networks..• In a network, many different possible paths from one point to another• Network: interactive, evolutive• Sub-networks, network of networks...• Circulate in a network• Changes in hierarchies
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From pyramid to network…
Networks
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Networks• A set of "nodes" (points, information, people...) and "edges" (links...)• Complex networks• The "world wide web"• From "trees", "pyramids", to networks..• In a network, many different possible paths from one point to another• Network: interactive, evolutive• Sub-networks, network of networks...• Circulate in a network• Changes in hierarchies
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Collective intelligence
• communication• collaboration• collective competencies• collective memory• collective intelligence• an aim for education: build a collective intelligence
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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
« Blended learning »
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Ethical questions
• ICT and "Education for all"• Digital divide and divides in education• globalization• commercialisation of education• property rights, cyber-crime, privacy...
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Worldwide coherence •The Dakar framework for action (Dakar, 2000): "Education For All" (Jomtien 1990)• "Learning, the Treasure within" (Jacques Delors, 1996): the "four pillars" of Education.• The IFIP Montreal Youth Declaration (Montreal, 2002): "youth oriented digital inclusion"• The Vilnius WITFOR Declaration (Vilnius, 2003) : lifelong learning, "e-inclusion", computer literacy, teacher education.• Ministerial Round-table (UNESCO, Paris 2003): universal access, "quality education for all"• WSIS (Geneva 2003): principles and recommendations
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4. Competencies
New competenciesAlways more… or core competencies?
The « Common European Framework »
Ability to evolvePermanent ability to increase one’s competency;
the "derivative" of competency!
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5. 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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"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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"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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"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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"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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"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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"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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Variables and commands:
• Attitude and expectation towards schools• Mission and objectives of schools• Organization and structures• Geopolitical dimension• Teachers
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6. InstitutionalisationThe process of institutionalisation
ResearchInnovation“good practice”
Decision makers
Actors « Experts »
(the IITE High Level Seminar)
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7. Learning systems management(“Management et sciences cognitives”, Alain Bouvier,
2004, “Que sais-je ?, PUF, Paris)
From Taylorism--> "human resources”--> "quality insurance”--> project management--> networks & "learning systems”
artificial intelligence--> cognitive sciences--> collective and system intelligence
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A system may have an intelligence
collective intelligencecollective learning (a process at the system level)collective memory
Structuring a system in order to make it a "learning system"
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Managing a learning system:
- ensure retroactions and feedback with teams and sub-systems; reengineering, benchmarking
- increase internal cooperation
- make the work more reflexive (innovation, "R&D")
- create a collective intelligence
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HARD
SOFT
META
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HARD
SOFT
META(intelligence, intellectual added value, coherence…)
(Equipment, structures, ICT, personnel…)
(competences, qualification, training…)
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From piloting to "governance":
- involve actors; humanism; democracy; collective intelligence- reconsider authority, hierarchy, bureaucracy: network
A learning society should be managed through "intelligence"