Cornu

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Being a Teacherin the Knowledge Society

Prof. Bernard CORNU(INRP, CNED-EIFAD, France)

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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.

Information can be transmitted,Knowledge must be acquired, constructed.

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 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 (UNESCO).


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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?

2. Principles of pertinent knowledge: Consider the objects of knowledge in their context, in their complexity, in their whole.

3. Teaching the human condition: the unity and the complexity of human nature.

4. Earth identity: Teach the history of the planetary era, teach the solidarity between all the parts of the world.

5. Confronting uncertainties: Teach the uncertainties in physics, in biology, in history…

6. Understanding each other: Teach mutual understanding between human beings. And teach what misunderstanding is.

7. Ethics for the human genre: Teach the ethics of humanity preparing citizens of the world.

1. Detecting error and illusion: Teach the weaknesses of knowledge: what is human knowledge?

2. Principles of pertinent knowledge: Consider the objects of knowledge in their context, in their complexity, in their whole.

3. Teaching the human condition: the unity and the complexity of human nature.

4. Earth identity: Teach the history of the planetary era, teach the solidarity between all the parts of the world.

5. Confronting uncertainties: Teach the uncertainties in physics, in biology, in history…

6. Understanding each other: Teach mutual understanding between human beings. And teach what misunderstanding is.

7. Ethics for the human genre: Teach the ethics of humanity preparing citizens of the world.


(Edgar Morin)

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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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Individual / collective intelligence and capacities

…the networked society needs and reinforces a collective intelligence.


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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 communities

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

… intelligent systems management


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

• The (open) 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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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" extrapolated1. Robust bureaucratic school systems2. Extending the market model

“re-schooling”3. Schools as core social centres4. Schools as focused learning

organisations

“de-schooling”5. Learner networks and the network

society6. Teacher exodus - the meltdown scenario

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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 competences for Teachers:teaching 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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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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Common European Principles forTeacher Competences and Qualifications(2005)

Common Principles:

a well-qualified professiona profession placed within the context of lifelong learninga mobile professiona profession based on partnerships

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Making it work: the key competences:

Work with others

Work with knowledge, technology and information

Work with and in society

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Making it work: the key competences:

Work with others… individually and collectively, building a « collective intelligence »

Work with knowledge, technology and information… networked knowledge, complex knowledge, in the Knowledge Society

Work with and in society… social, political, ethical responsibility

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As educators, we want not only an Information Society, but a Knowledge Society, enabling all children and all people to access Knowledge and to benefit from being educated. Education is a key issue in the Knowledge Society, and Educators have a major mission. Particularly, it is the responsibility of all educators and decision-makers around the world to help developing countries take part in the developments of ICT in Education.Six major areas will shape a beneficial use of ICT in Education:

THE STELLENBOSCH DECLARATIONICT IN EDUCATION: MAKE IT WORK(IFIP, Stellenbosch, South Africa, July 2005)

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1. DIGITAL SOLIDARITY

In the field of Education, ICT should help develop “Digital Solidarity”. This requires strong and joint actions of all stakeholders to guarantee the right of participation in the digital society for all students in the world. We recommend a Digital Solidarity Action, that will define as the most important aim for the next five years, that every child in the world has access to a digital information and communication infrastructure.


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2. LEARNERS AND LIFELONG LEARNING

In the Knowledge Society, every learner is a lifelong learner. The content and the methods of initial education must take into account preparation for lifelong learning. ICT is a key tool for developing lifelong learning. The development of lifelong learning needs an integration of education into the real world - ICT should be used for this purpose. Lifelong learning must be encouraged in all countries, as a tool for reducing the Digital Divide.


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3. DECISION-MAKING STRATEGIES

In order to help decision-makers and to make decisions meet the real needs, bridging research, practice, experimentation, innovation with decision-making is essential. Decision-makers should make better use of the experience of Practitioners and the findings of Researchers. In turn, Practitioners and Researchers should make their findings and results more visible and usable for the Decision-makers. Educators and researchers should help in elaborating a vision and making it explicit.


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4. NETWORKING

The Knowledge Society is networked. Networks in Education offer many ways to access knowledge, offer many possibilities for networking people and developing collaborative work and enhancing the “collective intelligence”. There is a need to develop networks and to involve all countries, particularly developing countries, in the education networks. Help in making real this sentence of an African child: “I am a child of Africa and a citizen of the world”.


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5. RESEARCH

The development of ICT-based education and training processes is a growing reality. There is therefore a need to continue research work on the development of these technologies and their applications. A certain realignment of research priorities is necessary: Bridging the gap between technology and pedagogy; development of solid theoretical frameworks; development of an understanding of the use and the effects of ICT in Education; finding an appropriate balance between fundamental, applied, and development research as well as between public research and research made by the private sector. The output of research should be made widely available, as open source, for improving practice, decision-making, and resources development.


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6. TEACHERS

Being a teacher in the Knowledge Society requires new specific competencies: a teacher has to deal with new knowledge, new ways for accessing knowledge; with a networked world and with new types of co-operation and collaboration; with a society in which knowledge plays a crucial role; with lifelong learning. Teachers are the key agents in the education system. It is our common responsibility to help all countries to train and recruit teachers, and to involve all teachers in international networks. ICT changes teaching and learning, but technology is not the main issue. “Technology matters, but good teachers and good teaching, matter more”.


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Thank you…

Date post:	20-May-2015
Category:	Education
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