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Knowledge society

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Knowledge society

  1. 1. 1Being a Teacherin the Knowledge SocietyProf. Bernard CORNU(INRP, CNED-EIFAD, France)
  2. 2. 2Information: 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
  3. 3. 3Information society: A society in whichinformation is a good that one can exchange,buy, sell, store, transport, process. The societyof the digital divide.Knowledge society: A human society, in whichknowledge should bring justice, solidarity,democracy, peace... A society in whichknowledge could be a force for changing society.A society which should provide universal andequitable access to information (UNESCO).1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  4. 4. 4Integrating ICT in order to build the KnowledgeSociety:Learning to knowICT and Knowledge, accessing KnowledgeLearning to doNew capacities, do through ICTLearning to live togetherNew communication, the « e-citizen »Learning to be… in the knowledge society; personal development1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  5. 5. 5• ICT change knowledge itself:Each discipline, its concepts, processes,methods, resources available…• The Knowledge Society needs new kindsof Knowledge, that cannot reduce totraditional disciplines1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  6. 6. 6• disciplines• transverse knowledge• complex knowledgeAn example: Edgar Morin(Seven complex lessons in education for the future)1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  7. 7. 71. Detecting error and illusion: Teach the weaknesses of knowledge:what is human knowledge?2. Principles of pertinent knowledge: Consider the objects ofknowledge in their context, in their complexity, in their whole.3. Teaching the human condition: the unity and the complexity ofhuman nature.4. Earth identity: Teach the history of the planetary era, teach thesolidarity between all the parts of the world.5. Confronting uncertainties: Teach the uncertainties in physics, inbiology, in history…6. Understanding each other: Teach mutual understanding betweenhuman beings. And teach what misunderstanding is.7. Ethics for the human genre: Teach the ethics of humanitypreparing 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 ofknowledge in their context, in their complexity, in their whole.3. Teaching the human condition: the unity and the complexity ofhuman nature.4. Earth identity: Teach the history of the planetary era, teach thesolidarity between all the parts of the world.5. Confronting uncertainties: Teach the uncertainties in physics, inbiology, in history…6. Understanding each other: Teach mutual understanding betweenhuman beings. And teach what misunderstanding is.7. Ethics for the human genre: Teach the ethics of humanitypreparing citizens of the world.1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society(Edgar Morin)
  8. 8. 8From chain to pyramid and tonetwork..1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  9. 9. 9Network:- Nodes (information, people, knowledge, …)and edges (links…)- Complexity- The « world wide web »- Several paths from one nodeto another- Interactive, evolutive- Sub-networks,network of networks...- Circulate in a network- Changes in hierarchies1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  10. 10. 10Communication:one to oneone to all (media)all to allFrom hierarchicalcommunication tonetworked communicationNew kinds of hierarchies…1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  11. 11. 11Education in a networkedsociety• Education needs networksof knowledge• The links (the edges):contribute to the elaborationand acquisition of Knowledge1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  12. 12. 12Education in a networked societyTake 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 profession1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  13. 13. 13Individual / collective intelligence and capacities…the networked society needs and reinforces acollective intelligence.1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  14. 14. 14Internet is mainly a tool, the more recent we foundfor perfecting our intelligence through cooperationand exchange… The true revolution of Internet is notat all a revolution of machines, but of communicationbetween human beings… Internet enhances ourcapacity for collective learning and intelligence…Each community realises that it is one of thedimensions of the production of human sense…Internet forces us to experiment new ways of beingtogether… The ethics of collective intelligence,consisting in interlacing different points of view…(Pierre LEVY, 2000)Internet is mainly a tool, the more recent we foundfor perfecting our intelligence through cooperationand exchange… The true revolution of Internet is notat all a revolution of machines, but of communicationbetween human beings… Internet enhances ourcapacity for collective learning and intelligence…Each community realises that it is one of thedimensions of the production of human sense…Internet forces us to experiment new ways of beingtogether… The ethics of collective intelligence,consisting in interlacing different points of view…(Pierre LEVY, 2000)1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  15. 15. 15Collaborative workVirtual communities• communication• collaboration• collective learning• collective competencies• collective memory• collective intelligence… intelligent systems management1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  16. 16. 16An aim for education: build a collective intelligence;a role for Teachers.• The (open) classroom is the first place wherecollective intelligence can be built and used.• Develop collective intelligence of pupils• Develop the capacity for collaborative work• Use collaborative work1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  17. 17. 171. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  18. 18. 18e-Learningfrom "CAL"to distance-learningthen e-Learning• not only technology, but a new conception ofteaching, training, learning• Managing differently time and space• Internet and virtuality• individualisation and collaboration• Interactivity: interactive contentinteractive tutoring1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  19. 19. 191. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge SocietyThe 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
  20. 20. 20OECD scenariosVariables and commands:• Attitude and expectation towards schools• Mission and objectives of schools• Organization and structures• Geopolitical dimension• Teachers1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  21. 21. 21New 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 Society1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  22. 22. 22Ethical competences• ICT and "Education for all"• Digital divide and divides in education• globalization• commercialisation of education• property rights, cyber-crime, privacy...1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  23. 23. 23ICT 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 essentialThe human dimension of teachingsupported and enhanced by technology1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  24. 24. 24« Always more… » or core competences?A collective Competence (a team profession;ability for cooperative working, collectiveintelligence)An evolutive Competence (Lifelong Training;Permanent competence to acquire newcompetences).Diversity of competences; ability for diversity.1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society
  25. 25. 251. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge SocietyCommon 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
  26. 26. 261. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge SocietyCommon European Principles forTeacher Competences and Qualifications(2005)Making it work: the key competences:Work with othersWork with knowledge, technology and informationWork with and in society
  27. 27. 271. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge SocietyCommon European Principles forTeacher Competences and Qualifications(2005)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 SocietyWork with and in society… social, political, ethical responsibility
  28. 28. 28As educators, we want not only an Information Society,but a Knowledge Society, enabling all children and allpeople to access Knowledge and to benefit from beingeducated. Education is a key issue in the KnowledgeSociety, and Educators have a major mission.Particularly, it is the responsibility of all educators anddecision-makers around the world to help developingcountries take part in the developments of ICT inEducation.Six major areas will shape a beneficial use of ICT inEducation:THE STELLENBOSCH DECLARATIONICT IN EDUCATION: MAKE IT WORK(IFIP, Stellenbosch, South Africa, July 2005)
  29. 29. 291. DIGITAL SOLIDARITYIn the field of Education, ICT should help develop “DigitalSolidarity”. This requires strong and joint actions of allstakeholders to guarantee the right of participation inthe digital society for all students in the world. Werecommend a Digital Solidarity Action, that will defineas the most important aim for the next five years, thatevery child in the world has access to a digitalinformation and communication infrastructure.THE STELLENBOSCH DECLARATIONICT IN EDUCATION: MAKE IT WORK(IFIP, Stellenbosch, South Africa, July 2005)
  30. 30. 302. LEARNERS AND LIFELONG LEARNINGIn the Knowledge Society, every learner is a lifelonglearner. The content and the methods of initial educationmust take into account preparation for lifelong learning.ICT is a key tool for developing lifelong learning. Thedevelopment of lifelong learning needs an integration ofeducation into the real world - ICT should be used forthis purpose. Lifelong learning must be encouraged in allcountries, as a tool for reducing the Digital Divide.THE STELLENBOSCH DECLARATIONICT IN EDUCATION: MAKE IT WORK(IFIP, Stellenbosch, South Africa, July 2005)
  31. 31. 313. DECISION-MAKING STRATEGIESIn order to help decision-makers and to make decisionsmeet the real needs, bridging research, practice,experimentation, innovation with decision-making isessential. Decision-makers should make better use of theexperience of Practitioners and the findings ofResearchers. In turn, Practitioners and Researchersshould make their findings and results more visible andusable for the Decision-makers. Educators andresearchers should help in elaborating a vision and makingit explicit.THE STELLENBOSCH DECLARATIONICT IN EDUCATION: MAKE IT WORK(IFIP, Stellenbosch, South Africa, July 2005)
  32. 32. 324. NETWORKINGThe Knowledge Society is networked. Networks inEducation offer many ways to access knowledge, offermany possibilities for networking people and developingcollaborative work and enhancing the “collectiveintelligence”. There is a need to develop networks and toinvolve all countries, particularly developing countries, inthe education networks. Help in making real this sentenceof an African child: “I am a child of Africa and a citizen ofthe world”.THE STELLENBOSCH DECLARATIONICT IN EDUCATION: MAKE IT WORK(IFIP, Stellenbosch, South Africa, July 2005)
  33. 33. 335. RESEARCHThe development of ICT-based education and training processes is agrowing reality. There is therefore a need to continue research workon the development of these technologies and their applications. Acertain realignment of research priorities is necessary: Bridging thegap between technology and pedagogy; development of solidtheoretical frameworks; development of an understanding of the useand the effects of ICT in Education; finding an appropriate balancebetween fundamental, applied, and development research as well asbetween public research and research made by the private sector. Theoutput of research should be made widely available, as open source, forimproving practice, decision-making, and resources development.THE STELLENBOSCH DECLARATIONICT IN EDUCATION: MAKE IT WORK(IFIP, Stellenbosch, South Africa, July 2005)
  34. 34. 346. TEACHERSBeing a teacher in the Knowledge Society requires new specificcompetencies: a teacher has to deal with new knowledge, new ways foraccessing knowledge; with a networked world and with new types of co-operation and collaboration; with a society in which knowledge plays acrucial role; with lifelong learning. Teachers are the key agents in theeducation system. It is our common responsibility to help all countriesto train and recruit teachers, and to involve all teachers ininternational networks. ICT changes teaching and learning, buttechnology is not the main issue. “Technology matters, but goodteachers and good teaching, matter more”.THE STELLENBOSCH DECLARATIONICT IN EDUCATION: MAKE IT WORK(IFIP, Stellenbosch, South Africa, July 2005)
  35. 35. 35Thank you…

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