Potential Impact of ICT in Education for Innovation

1. Potential innovative impact of ICT and computer science in educationEducation for Innovation: the Role of Arts and STEM Education Eric BRUILLARD, STEF, ENS Cachan – IFÉ – UniverSud OECD / France workshop23-24 May 2011

2. End of the industrial model? Éric Bruillard– Education for Innovation, OCDE, May 2011

3. Presentation of STEF Éric Bruillard– Education for Innovation, OCDE, May 2011

4. STEF: S & T curriculums Contents choice and teaching organizations taking into account: • Evolution of sciences and techniques • Transformation of scientific and technical practices • Links with politics, economy and culture • Computerization issues • Changes: content, instrumentation, working conditions of teachers and students • Societal issues • curricular changes in line with societal issues Éric Bruillard– Education for Innovation, OCDE, May 2011

5. From sciences to education: complex and not direct ways • No well shaped science to simplify • No simple update of contents (more complex mapping) • Old disciplinary model from 19e century to be modified • Links to elaborate with professions Éric Bruillard– Education for Innovation, OCDE, May 2011

6. EIST (Integrated teaching of science and technology • Learning stages and competences (paliers d’apprentissage, socle commun) • Evolution of teaching disciplinary identities • Coordination to “make learn with several teachers” Éric Bruillard– Education for Innovation, OCDE, May 2011

7. Epistemological and sociological analysis of in-progress knowledge • Socioscientific controversies • New public spaces and modalities of debate, of expertise, of decision (national debates, citizen conferences…) • Argumentation, reasoning ways of students Éric Bruillard– Education for Innovation, OCDE, May 2011

8. Beyond machines and networks, impact on humans, activities and organizations : • IT (computer science) as university discipline / Use of IT or ICT technology in education / “Computerized” disciplines • Educative technology / working platforms Éric Bruillard– Education for Innovation, OCDE, May 2011

9. Instrumented activities • Calculus instruments • Communication Instruments • Writing instruments Associate production spaces and discussion spaces Shared external representations Delink writing from physical support Passage from 2D to 3D • From tabular form to graph • Large scale collective sharing • Trace of the writing process Éric Bruillard– Education for Innovation, OCDE, May 2011

10. Current projects: • LIMIN’R: links between media literacy, information literacy and digital literacy • Digital textbooks and working platforms • PREA2K30 project (ready for 2030) is a one-year action: • prospective reflection workshop supported by the French national agency for research (ANR). • aims to identify and precise main issues for the next twenty years concerning knowledge and key tools for learning and teaching taking into account economical, industrial and social dimensions. More concretely: producing groups of scenarios helping ANR to launch new research streams. See http://prea2k30.risc.cnrs.fr/ Éric Bruillard– Education for Innovation, OCDE, May 2011

11. ICT in classrooms • A huge literature devoted to the impact of ICT in classrooms • 90% to be thrown out • No consistent results • See EDU’SUMMIT 2011 (Unesco) • According to many researchers (Cuban, Collins & Halverson, etc.) • School system is robust and cannot integrate seriously ICT • Some disruptive innovations (Christensen…) • ICT as a lever of change • Towards a new schooling model Éric Bruillard– Education for Innovation, OCDE, May 2011

12. Disruptive Innovation • Increase of blended learning (presence and distance) • According to Christensen, in 2019, 50% of all courses (high schools) will be on line • In US, number of students having taken an online course: • In 2000, 45000 students • In 2009, more than 3 millions Éric Bruillard– Education for Innovation, OCDE, May 2011

13. Future of the school system Allan Collins, Richard Halverson (2009). Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America. New York: Teachers College Press, 176 p. • Towards a new system: • Schools will not very soon disappear. • Change seeds are here, eroding identification between learning and schooling. • School has been a good answer to increasing urbanization issues. Several elements have been combined to create a robust and adapted system. Can it change? Integrate technologies? • Technological developments can raise several issues: equity, social behavior and cultural cohesion of the society. Éric Bruillard– Education for Innovation, OCDE, May 2011

14. ICT for education • Some up to date (very modern) words: • Personalization • Interactivity • Extend education: any place, any time with seamless devices Éric Bruillard– Education for Innovation, OCDE, May 2011

15. ExampleFrom the 19th century until nowFrom electric life to smart life, what has changed? Éric Bruillard– Education for Innovation, OCDE, May 2011

16. Albert Robida (1892). The 20th century, the electric life (Wallet, 2006) Éric Bruillard– Education for Innovation, OCDE, May 2011

17. Seoul Subway Service not provided by institution: Personal objects. Advertisements, security messages… For doing what? Learning ? What about the news? (Not consulted in Robida’s picture) Éric Bruillard– Education for Innovation, OCDE, May 2011

18. A global world newspaper? Metro is the world’s largest international newspaper and is recognised by the Guinness World Records. Metro International and its commercial partners publish 68 daily editions in 22 countries around the world. Every day, Metro is read by more than 21 million readers in over 150 major cities across Europe, North and South America and Asia. Pre digested information, same logo, same format, same process. “Personalized” content? Éric Bruillard– Education for Innovation, OCDE, May 2011

19. ICT, renewing schools? Éric Bruillard– Education for Innovation, OCDE, May 2011

20. A way tor by-pass the law Falls 1880, Le Charivari journal denounces the guiles of the Jesuits for continuing their teaching in schools (forbidden by law, march 1880): hiding their identity, going abroad with their students Using telephone, they could teach from Belgium! (Wallet, 2006) http://sticef.univ-lemans.fr/num/vol2006/wallet-03/sticef_2006_wallet_03.htm Éric Bruillard– Education for Innovation, OCDE, May 2011

21. Private / public schoolBeyond public school • Fear of parents and school pressure: going in public school is not enough • In Korea, young students spend too much time in private schools. Limitation at 10 p.m., uses of e-learning at home to bypass the law. • Creation of a Cyber Home Learning System (CHLS) in order to reduce the gap with private courses • Hikikomori  (social withdrawal) • people staying at home or in their room, and not participating in any social activity for more than six months, without any mental disorder as a cause • Between 300.000 and 1 million in Japan Éric Bruillard– Education for Innovation, OCDE, May 2011

22. Social effects and ICT (Derycke, 2010) • Anyplace, anytime leads to always connected = always reachable • Only powerful persons may disconnect themselves • Technological continuity leads to fragment human activities (constrained by external events; trigger to a lot of micro-activities)… Éric Bruillard– Education for Innovation, OCDE, May 2011

23. A story form Iceland:foreign language learning • Immersion, from a real life to a virtual reality concept • Spending a period of time in a foreign country: you become fluent • Interaction continuity (connected mode with friends and country) using smart technology: you remain a beginner Éric Bruillard– Education for Innovation, OCDE, May 2011

24. ICT for education • Some up to date (very modern) words: • Personalization • Interactivity • Extend education: any place, any time with seamless devices A new or and old story? Éric Bruillard– Education for Innovation, OCDE, May 2011

25. Advertisement, Rank audio visual, 1966 Éric Bruillard– Education for Innovation, OCDE, May 2011

26. A new context • Convergent elements: • Approaches using competences • New management: • accountability • Management with indicators (general tendency of quantification of social objects) • Financial crisis • Cost management • Economical view is dominating Mechanical Vision with independent elements Éric Bruillard– Education for Innovation, OCDE, May 2011

27. Towards a new school system?But other stories Éric Bruillard– Education for Innovation, OCDE, May 2011

28. Some potential in education • Computer as a Meta-instrument (Alan Kay) • Allowing experimentation in each subject • Searching for a metaphor in English • What if? Exploring answers of a search engine Éric Bruillard– Education for Innovation, OCDE, May 2011

29. Tables and internet • A table structure, links via internet… • Towards a new collective writing, continuing Jack Goody’s ideas (1977): “The domestication of the savage mind” Importance of lists and tables (written vs oral culture) • From graphical to computational writing and ideas From tables to graphs : collective and recording of the writing process Éric Bruillard– Education for Innovation, OCDE, May 2011

30. Digital natives / naives • Strong opposition between school use and home use of computer instruments • Same technology • Immature culture (immediate satisfaction) vs distance and reflection • Giving computers to teenagers (grade 8 and 9):reserved results Éric Bruillard– Education for Innovation, OCDE, May 2011

31. New trends • Communication, Facebook… • New youth culture in several years? • Geo localization • Internet of things • Digital fabrication • Cutting printers • 3D printers Éric Bruillard– Education for Innovation, OCDE, May 2011

32. Computational Thinking Problem-solving process with: • Formulating problems in a way that enables us to use a computer and other tools to help solve them. • Logically organizing and analyzing data • Representing data through abstractions such as models and simulations • Automating solutions through algorithmic thinking (a series of ordered steps) • Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources • Generalizing and transferring this problem solving process to a wide variety of problems Éric Bruillard– Education for Innovation, OCDE, May 2011

33. Yang Zhao • Invent a job, not find a job: • Students as Global Entrepreneurs Éric Bruillard– Education for Innovation, OCDE, May 2011

34. New models • “Democratizing innovation” (Von Hippel) • Ascending innovation (Cardon) or bottom-up innovation • Not participative design • Collective writing, free encyclopaedia as Wikipedia (Levrel) • Free software and copyleft • SPIP, Claroline…(Horn) • Communities of practice (Wenger) Éric Bruillard– Education for Innovation, OCDE, May 2011

35. Teacher communities producing resources • Internet allows • collaborative design among distant people • free and immediate access to resources • collective discussion about resources • use with students and • possible improvements after classroom use • Life cycles of educational resources including initial design and classroom use • Sesamath, mathematical teachers • nearly 1/5 of math textbook market • Free textbooks, activities outside schools, results for teachers… Loss of classical boundaries Éric Bruillard– Education for Innovation, OCDE, May 2011

36. Higher Education: ECP, top level engineering school • The engineer has to master sciences, trans disciplinarity and put science into action in a complex world where human aspects are key features • Towards more subjects with strong human component (innovation, entrepreneurship, leadership ...), self-esteem, self-efficacy, self-knowledge • Which pedagogy of trans-disciplinarity and complexity? • we talk about pedagogy grounded in reality (projects, case studies ...), but what is the reality for our students? Éric Bruillard– Education for Innovation, OCDE, May 2011

37. Some concluding remarks • From STEM to STEAM, • theory of information: goal of education, reducing entropy (social cohesion) • The undo button: • Useful to get confidence in computer systems • To suppress in art (or in life) for engagement • Sciences of explanation: not only correlations between huge amounts of anonymous data, supporting political decision Éric Bruillard– Education for Innovation, OCDE, May 2011