Some challenges for Computer Science Education in a Knowledge Society Prof. Bernard Cornu

1. Some challenges for Computer Science Education in a Knowledge Society Prof. Bernard Cornu CNED, France IFIP TC3 Chair CSERC’11 – Heerlen, the Netherlands, April 7-8, 2011

2. From technological society digital society information societyTo … knowledge society

3. A Knowledge Society 1. A Society in which Knowledge plays a central role Knowledge / Information 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. Data circulate, documents can be transmitted, Information can be shared, knowledge must be acquired, constructed.

4. A Knowledge Society 2. A Society in which Knowledge evolves permanently Disciplines and knowledge Skills and knowledge The « four Pillars » Learning to know Learning to do Learning to live together Learning to be (Jacques Delors, Learning: the Treasure within) New approaches to knowledge an example: Edgar Morin

5. A Knowledge Society 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, preparingcitizens of the world. (Edgar Morin, Sevencomplexlessons in education for the future)

6. A Knowledge Society 3. A Human Society Knowledge connects human beings The human stakes of knowledge Information society: A society based on technological development, 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, taking into account wider social, ethical and political dimensions, 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)

7. A Knowledge Society 4. A Networked Society From pyramid to network: complexification

8. A Knowledge Society • A network is made of points (objects, places, information, people, knowledge, …) linked by edges. • Example: « web pages » linked by « clicks » : the World Wide Web • In a network there may be many paths from one point to another. • A network is interactive, evolutive. • A network may include many sub-networks. • Circulating in a network needs specific abilities. • A network leads from hierarchical to networked communication. • In a network, new kinds of hierarchies appear. • Networking has consequences (positive… and negative) on economy, social life, leisure, politics,… education, learning: Knowledge (networks of Knowledge), Access to Knowledge, Educational and training systems, Teaching and learning, Lifelong learning, Role of the Teacher, teaching profession... • Networks lead to collective intelligence

9. A Knowledge Society 5. A Society of Collective Intelligence • Individual / collective intelligence and capacities …the networked society needs and reinforces a collective intelligence.

10. Intelligence: Ability for understanding linking discovering, creating solvingproblems reasoning analysing conceptualizing anticipating memorizing communicating Ability to addressComplexity

11. Collective intelligence: • More than the addition of individual intelligences. • Cognitive abilities of a Community, resulting from multiple interactions between its members, resulting from a synergy created by collaboration. • The Community itself becomes intelligent, not only the individuals. • Several forms of collective intelligence: • combining and sharing individual intelligences in an organized system • Sharing information, sharing tasks, hierarchy • « swarm type » intelligence (bees, ants…); emerging in the economical sphere • etc.

12. Collective intelligence: • Individuals have local and partial information and knowledge. • They respect rules for behavior in a collective system. • They are involved in multiple interactions • with others • with the environment • and this produces a collective intelligence. • ICT help and enhance such interactions, and therefore contribute to developing collective intelligence

13. Developing collective intelligence, collective knowledge, collective competences, collective achievement, collective responsibility, accessing complex knowledge, Networking, are new challenges for Education. How can ICT help? Which tools and resources for dealing with complexity, for accessing and acquiring knowledge, for enhancing learning? Which tools for developing the collective dimension of knowledge and learning, for developing collective intelligence? Communication, Collaboration and Co-operation, Web 2.0… The web, a global network for collective intelligence?

14. A Knowledge Society 6. A Society of Lifelong Learning No longer one can acquire during his/her studies all the knowledge and competences for the whole life. Learning all life long is a necessary competence in the Knowledge Society. Initial Education must prepare for Lifelong Learning. The 8 key competences for Lifelong Learning: - Communication in the mother tongue - Communication in foreign languages - Mathematical competence and basic competences in science - Digital competence - Learning to learn - Social and civic competences - Sense of initiative and entrepreneurship - Culture awareness and expression (Recommandation of the European Parliament and the Council, Dec. 2006)

15. A Knowledge Society 7. A « Learning Society » A society organized for enriching and developing its collective knowledge. Communication, participation, collaboration (cf. web 2.0) « intelligent systems management » The school as a « learning organization », enriching its own collective knowledge

16. Digital Natives New citizens in the knowledge society: the « generation Y » The generation of technological acceleration, of Internet, of networks But also the generation of globalization, of unemployment. The moral transformations of the sixties are now accepted and integrated. They did not know the World without AIDS. Independance; unsecurity; culture of the ephemeral. Ecologism. They now access the world of companies: New relationship to hierarchy, to time constraints, to processes, to control; Task sharing. « Give a meaning to what I am doing ». ifip

17. Digital Natives Generation Y: Intuitive mastery of informatics and computers, of portable electronics; The generation of the Web 2.0 Video games from childhood A new relationship to time and space Permanent accessibility Immediacy Mobility Multiplicity of communication modes Digital hyper-activity Over-connected Multi-tasking ifip

18. Distance Education: time and space • Distance Education and e-Learning • A core component of Education in a Knowledge Society (networks, collective intelligence) • No longer only for those who cannot attend a school… • Covers the whole range of Education: primary, secondary, higher, lifelong learning • Contributes to social values: • Knowledge as a public good • Education as a public service • Equity (access to knowledge)

19. Distance Education: time and space • Pedagogical stakes: • Individual / collective • Time and space: distance / presence • synchroneous / asynchroneous • New interactions (tutoring); New relationship between the teacher and the learner • Resources, tools, and… services • Individualization, adaptation, modularization • Personal stakes: • Individualization / collaboration (« distance reinforces proximity ») • Freedom for choice: objectives, pedagogy, pace, rythm • Lifelong learning; « continuum » • Social promotion • Professional qualification

20. Distance Education: time and space 4 Challenges for distance education: - Dealing with the interaction of individualization and collaboration - Dealing with the complementarity of synchronous and asynchronous learning activities - Dealing with the complementarity of distance and presence activities - Dealing with the complementarity of initial education and lifelong learning

21. Technology and Pedagogy • The increasing gap between technology and pedagogy • Innovation in Distance Education and e-Learning: • a matter of Pedagogy • Some examples: • Mobile learning • « digital paper » • Social networks • Transmedia • Accessibility

22. Schools Schools are not prepared for digital education! Schools are not really connected to networks; There is no evidence that one learns better through ICT; The « pedagogical model » of schools does not fit with ICT (transmissive teaching, individual learning, non constructivist pedagogy…); Schools ignore the youngsters practices (what are they doing with their computers?); Digital natives use computers, ICT, Internet out of the school. ifip

23. Schools • Therefore, schools must refocus on their fundamental missions and core values: • The main operator of the public service of education; • The main place for access to knowledge for all; • The place for the mediatization of knowledge; • The place for the institutionalization of knowledge; • One of the places for the socialization of children; • A central place for the networked society; • The place for the construction of a collective intelligence; • The entry point for Lifelong Learning. ifip

24. THE STELLENBOSCH DECLARATION ICT IN EDUCATION: MAKE IT WORK (IFIP, Stellenbosch, South Africa, July 2005) 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: ifip

25. THE STELLENBOSCH DECLARATION ICT IN EDUCATION: MAKE IT WORK (IFIP, Stellenbosch, South Africa, July 2005) 1. Digital Solidarity Give all pupils in the World the right to take part in the Digital Society, in the Knowledge society 2. Learners and Lifelong Learning Every pupil is a Lifelong Learner 3. Decision-makingStrategies Link practitioners, researchers and decision-makers ; make them participate in the elaboration of a « vision » 4. Networking Develop networks in order to develop collective intelligences 5. Research Develop Research, realignment of research priorities 6. Teachers The major role of teachers as agents of changes in educational systems ifip

26. Conclusion Some challenges for Computer Science Education Adapt to digital natives and the “generation Y” Enable students to move from Information processing to Knowledge processing Enable students to master networking and its main concepts Make collective intelligence technically possible! Enrich the pedagogies of Lifelong Learning Enable students to master time and space in Education! Contribute to the core values of Education. Thanks to ICT, Global Humanism is now technically possible! ifip

27. Conclusion Thank you bernard.cornu@cned.fr ifip