Decision Making for Integrating ICT into Education Prof. Bernard CORNU (INRP, France)

1. Decision Making for Integrating ICT into Education Prof. Bernard CORNU (INRP, France) SATW/EENet workshop, Muenchenwiler, 10 October 2004

2. 1. Society is evolving 2. Education 3. Trends in ICT 4. Competencies 5. The school of the future 6. Institutionalisation 7. Learning systems management

3. 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.

4. 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.

5. Information can be transmitted, knowledge must be acquired, constructed. Integrating ICT in order to build the knowledge society.

6. 2. Education. The "four pillars" (Jacques DELORS, 1996): Learning to know Learning to do Learning to live together Learning to be

7. 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

8. 3. Trends in ICT not a matter of technology, but some fundamental trends Networks Collective intelligence E-Learning Ethics

9. 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

10. Networks From pyramid to network…

11. 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

12. Collective intelligence • communication • collaboration • collective competencies • collective memory • collective intelligence • an aim for education: build a collective intelligence

13. 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 »

14. Ethical questions • ICT and "Education for all" • Digital divide and divides in education • globalization • commercialisation of education • property rights, cyber-crime, privacy...

15. 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

16. 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!

17. 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"

18. "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)

19. "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

20. "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

21. "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

22. "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

23. "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

24. Variables and commands: • Attitude and expectation towards schools • Mission and objectives of schools • Organization and structures • Geopolitical dimension • Teachers

25. 6. Institutionalisation The process of institutionalisation Research Innovation “good practice” Decision makers Actors « Experts » (the IITE High Level Seminar)

26. 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

27. 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"

28. 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

29. META SOFT HARD

30. META (intelligence, intellectual added value, coherence…) SOFT (competences, qualification, training…) HARD (Equipment, structures, ICT, personnel…)

31. From piloting to "governance": - involve actors; humanism; democracy; collective intelligence - reconsider authority, hierarchy, bureaucracy: network A learning society should be managed through "intelligence"

32. Thank you… bernard.cornu@inrp.fr