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AGORA - Krakow - 28-30 October 2009 Raymond Morel

2 nd International Scientific Conference : Changes in Education Nowadays : Digital Potential versus Cognitive Traps Key Competencies in the Knowledge Society for e-Inclusion Krakow 28-30 October 2009. AGORA - Krakow - 28-30 October 2009 Raymond Morel. Contribution of Raymond Morel

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AGORA - Krakow - 28-30 October 2009 Raymond Morel

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  1. 2nd International Scientific Conference :Changesin Education Nowadays :Digital Potential versus Cognitive TrapsKey Competencies in the Knowledge Society for e-InclusionKrakow 28-30 October 2009 AGORA - Krakow - 28-30 October 2009 Raymond Morel

  2. Contribution of Raymond Morel TC3 and Board of IFIP SATW member + WBR + COM ICT with a flavour of the IFIP AGORA Initiative on Lifelong Learning Educational TrendspottingHybrid Education : multiple dimensions and convergences in the Information Society ?

  3. AGORA - Krakow - 28-30 October 2009 Raymond Morel

  4. AGORA - Krakow - 28-30 October 2009 Raymond Morel

  5. + LL in ICE’2009 Leiden

  6. http://www.ict-21.ch/spip.php?rubrique60Conference Brussels - 22-23 JAN 09 IFIP Agora Initiative Raymond Morel (IFIP - SATW - SEM) The e-change puzzle WIKI-bowl-SEOUL or http://www.ifip-tc3.net//IMG/pdf/boule-seoul.pdf

  7. (R)Evolution et Tendances MEMO de synthèse N° 67 (octobre 2007) SEM-PE

  8. AGORA - Krakow - 28-30 October 2009 Raymond Morel

  9. http://www.ict-21.ch/com-ict/spip.php?article28 AGORA - Krakow - 28-30 October 2009 Raymond Morel

  10. (R)Evolution et Tendances MEMO de synthèse N° 67 (octobre 2007) SEM-PE

  11. AGORA - Krakow - 28-30 October 2009 Raymond Morel

  12. News from Unesco (1) AGORA - Krakow - 28-30 October 2009 Raymond Morel

  13. News from Unesco (1) AGORA - Krakow - 28-30 October 2009 Raymond Morel

  14. News from Unesco (1) AGORA - Krakow - 28-30 October 2009 Raymond Morel

  15. News from Unesco (1) AGORA - Krakow - 28-30 October 2009 Raymond Morel

  16. News from Unesco (1) AGORA - Krakow - 28-30 October 2009 Raymond Morel

  17. EU project e-Start ==> Digital Literacy

  18. 2 links with important EU projects : • The MATURE Project • http://www.mature-ip.eu/ • http://www.ifip-tc3.net/IMG/ppt/6JMmature_agora_final.ppt • The European Network of Living Labs (ENoLL) • http://www.openlivinglabs.eu/ • http://www.ifip-tc3.net/IMG/pdf/eJOV10_SPILL8_Mulder_Velthausz_Kriens_Harmonization%20Cube.pdf ILC Report to GA’09 - 30-31 August 2009 Raymond Morel

  19. EU project MATURE

  20. eStart conference 17-18nov08 IFIP Agora Initiative Raymond Morel (IFIP - SATW - SEM)

  21. AGORA - Krakow - 28-30 October 2009 Raymond Morel

  22. DeSeCo http://www.ict-21.ch/ICT.SATW.CH/IMG/pdf/028.contribution.02.pdf http://www.oecd.org/dataoecd/47/61/35070367.pdf AGORA - Krakow - 28-30 October 2009 Raymond Morel

  23. AGORA - Krakow - 28-30 October 2009 Raymond Morel

  24. News from Unesco (1) AGORA - Krakow - 28-30 October 2009 Raymond Morel

  25. AGORA - Krakow - 28-30 October 2009 Raymond Morel http://www.ict-21.ch/com-ict/IMG/doc/nowreport.doc

  26. AGORA - Krakow - 28-30 October 2009 Raymond Morel http://www.ict-21.ch/ICT.SATW.CH/spip.php?article6

  27. AGORA - Krakow - 28-30 October 2009 Raymond Morel

  28. http://www.unesco.org/delors/fourpil.htm AGORA - Krakow - 28-30 October 2009 Raymond Morel

  29. News from Unesco (1) AGORA - Krakow - 28-30 October 2009 Raymond Morel http://www.ict-21.ch/com-ict/IMG/pdf/2009-Horizon-Report.pdf

  30. AGORA - Krakow - 28-30 October 2009 Raymond Morel

  31. 6 OECD Scenarioscf. BC unit5 "status quo » "Bureaucratic School Systems Continue »: Strong school systems, resistance to radical change, Individual classroom and teacher models remain dominant. Growing use of ICT without changing schools' main organisational structures. Teachers form a strong corps. Role and status: continuation of the present situation. Teaching is considered as an “individual art”. http://www.ict-21.ch/com-ict/IMG/pdf/6-scenarios-ceri-ocde.pdf

  32. 6 OECD Scenarioscf. BC unit5 • "status quo » • "Teacher exodus - The 'meltdown scenario'" • Teaching profession rapidly ageing, less and less attractive. • ICT appear as a possible response to teachers shortage. • Salaries increase in order to attract more teachers, • but it has detrimental consequences for investments • (ICT and physical infrastructure). • A major difficulty in recruiting enough teachers, • the market of “school at home” is developing, • with new types of professionals.

  33. 6 OECD Scenarioscf. BC unit5 "re-schooling” "Schools as Core Social Centres” Focus is on socialisation goals and schools in communities. Schools: the most effective bulwark against social, family and community fragmentation. Much attention is given to non-cognitive outcomes, values and citizenship. School facilities open to the community. ICT are used extensively, especially for communication. Teachers have a high-level status. Many other professionals, community players, parents, etc.

  34. 6 OECD Scenarioscf. BC unit5 • “re-schooling” • "Schools as Focused Learning Organisations” • A stronger knowledge orientation. ICT extensively used. • Schools look like "learning organisations". • Flourishing research on pedagogy. • Schools management uses teams, networks… • Teachers enjoy favourable conditions and are highly motivated, • R&D, continuous professional development, • group activities, networking (including internationally). • Contractual arrangements might well be diverse, • with mobility in and out of teaching. • “Networked teachers in a networked society”.

  35. 6 OECD Scenarioscf. BC unit5 “de-schooling” "Learning Networks and the Network Society” New forms of co-operative networks. Abandonment of schools in favour of learning networks. The emerging “network society” leads to dismantling of school systems. Small group, home schooling and individualised arrangements. Substantial reduction in public facilities for schools. No longer reliance on "teachers”; New learning professionals emerge, consultants (home teaching, educational “hot lines”, office consultancy…).

  36. 6 OECD Scenarioscf. BC unit5 “de-schooling” "Extending the Market Model” Existing market features in education are extended; governments encourage diversification. New providers stimulated to come into the learning market. The most valued learning determined by choices and demands. There is a substantially reduced role for public education authorities Entrepreneurial management modes are more prominent. New learning and educational professions are created in the market.

  37. AGORA - Krakow - 28-30 October 2009 Raymond Morel

  38. The OPA (1) http://www.ict-21.ch/com-ict/IMG/ppt/wc2000-TSKENFIN.ppt AGORA - Krakow - 28-30 October 2009 Raymond Morel

  39. The OPA (2) AGORA - Krakow - 28-30 October 2009 Raymond Morel

  40. The OPA (3) AGORA - Krakow - 28-30 October 2009 Raymond Morel

  41. AGORA - Krakow - 28-30 October 2009 Raymond Morel

  42. http://www.ict-21.ch/com-ict/IMG/pdf/DocCubeAnglA3.pdf

  43. Mandat de pré-étude pour un Living Lab “e-Inclusion»Partnership between CTI and SATW with the ICT Commission http://www.ict-21.ch/com-ict/IMG/pdf/DocCubeFRA3.pdf Some documentation on Living Labs http://www.ict-21.ch/com-ict/spip.php?article84 http://www.ict-21.ch/com-ict/spip.php?article83

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