Download Networks - Forum ICT 21

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
7. Learning systems management
1. Society is evolving
Information: Facts, comments, opinions,
expressed through words, images, sounds...
It can be stored, circulated...
Knowledge: The output of the reconstruction
of information by a person, according to his/her
history and context. It depends on the person.
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.
Information can be transmitted,
knowledge must be acquired, constructed.
Integrating ICT in order to build the knowledge
society.
2. Education.
The "four pillars" (Jacques DELORS, 1996):
Learning to know
Learning to do
Learning to live together
Learning to be
Integrating ICT in order to build the Knowledge
Society
Learning to know
ICT and Knowledge, accessing Knowledge
Learning to do
New capacities, do through ICT
Learning to live together
New communication, the « e-citizen »
Learning to be
… in the knowledge society; personal development
3. Trends in ICT
not a matter of technology,
but some fundamental trends
Networks
Collective intelligence
E-Learning
Ethics
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
Networks
From pyramid to network…
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
Collective intelligence
• communication
• collaboration
• collective competencies
• collective memory
• collective intelligence
• an aim for education: build a collective
intelligence
e-Learning
from "CAL"
to distance-learning
then 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 »
Ethical questions
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ICT and "Education for all"
Digital divide and divides in education
globalization
commercialisation of education
property rights, cyber-crime, privacy...
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
4. Competencies
New competencies
Always more… or core competencies?
The « Common European Framework »
Ability to evolve
Permanent ability to increase one’s competency;
the "derivative" of competency!
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"
"status-quo" extrapolated
1. Robust bureaucratic school systems
status-quo, bureaucracy, uniformity, resistance to
change
ICT: used, but not integrated
ICT may lead to the end of the "status-quo"
(together with the lack of teachers)
"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 training
ICT exploited
ICT and competition
"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 school
ICT: a tool for citizenship
"re-schooling”
4. Schools as focused learning organisations
(centred on « knowledge » rather than
« society »), competence development; innovation;
research and development
ICT widely exploited
ICT integrated in teaching and learning
ICT: a tool for learning, analysis, communication
"de-schooling”
5. Learner networks and the network society
dissatisfaction of school systems, cooperative
networks, home schooling, no reliance on teachers
ICT for networking
ICT and independency from time and space
"de-schooling”
6. Teacher exodus - the meltdown scenario
School systems disintegrated, status-quo + lack
of teachers
ICT to replace teachers
Companies involved in ICT in education
Variables and commands:
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Attitude and expectation towards schools
Mission and objectives of schools
Organization and structures
Geopolitical dimension
Teachers
6. Institutionalisation
The process of institutionalisation
Research
Innovation
“good practice”
Decision makers
Actors
« Experts »
(the IITE High Level Seminar)
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
A system may have an intelligence
collective intelligence
collective learning (a process at the system level)
collective memory
Structuring a system in order to make it a
"learning system"
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
META
SOFT
HARD
META
(intelligence, intellectual added value, coherence…)
SOFT
(competences, qualification, training…)
HARD
(Equipment, structures, ICT, personnel…)
From piloting to "governance":
- involve actors; humanism; democracy; collective
intelligence
- reconsider authority, hierarchy, bureaucracy:
network
A learning society should be managed through
"intelligence"
Thank you…
[email protected]