Multilingualism & Pluriculturalism : Key E-competences For Global Citizenship

2. Multilingualism & Pluriculturalism:KeyE-competences For Global Citizenship the 27TH Conference of the European Schools Project Association Educating Global Citizens through meeting innovative ICT and Social Media

3. Henk SligteUniversity of AmsterdamKohnstammInstituteforEducational Research Henk.Sligte@UvA.NL http://kohnstamminstituut.uva.nl/htm/english.htm The Skinny Bridge Amsterdam 1840 AD

4. KohnstammInstitute • Knowledge and research centre in the field of education, child rearing and child welfare • Research in all educational sectors: from early childhood to universities • Improving opportunities for children and young people and improving the quality of educational systems • ICT in education & Technology Enhanced Learning one of the research themes

5. My passionsince 25++ years • Innovation of education • And thenespecially (secondary) schools • And thenespeciallyusingtechnology • From the viewpoint of the educational researcher, notfrom the perspective of technologydeveloper • ICT forimprovinglearning, making ‘new’ learningpossible, make schools betterplaces ESP

6. Industrial paradigm? 1985: SOS of the SOS Save OurSchools of the SickOrganisationSyndrome • Insulitis: the islanddisease (time, content, closedclassrooms) • Technophobia: the fearfor and avoidance of technology  Building bridgesbetween the islandsusingtechnology  For what kind of society do we educateourchildren?

7. Amsterdam - Telegraph Creek 1987 Two schools Geography English Language 6 teachers 80 pupils One of the first experiments in the world Pre-Internet TELETRIP Conversation Theory

8. International CSCL Projects Making meaningful connections (bridges) between: • Pupils, Teachers, Schools, Cultures, Glocal learning Put clear subjects central for collaborative learning • Make sure pupils can have interesting conversations on the subjects: see The Image of the Other Use Mutual foreign languages: everyone learns Use different (common) forms and tools of ICT and (social) Media: • Asynchronous (e-mail etc) • Synchronous (chat, videoconferencing etc) • Integrated in environments (3D, Moodle etc) Learning from and with the Other

9. Enhanceour body: Google Glass 5th place Direct into the brain 2,4 billionpersons (of the 7 billion) Trend: Mobile ++ MOOC AugmentedReality Symbioticnetwork of persons, computers and ‘things’ (car, house) Reflectcriticallyonwhatyousee, read and hear

10. Challenges for the school 1) Schools need continuous (ICT) innovation to keep in pace with the evolving global e-society 2) Schools need to remain/become high quality places young people like to be in for learning: every student’s diverse talents need recognition and development 3) Schools need to educate young people for responsible participants in society: different and (partly) new literacies and competences for participation in society  The theme of this speech

11. Schools cannot do everything • Only 20% of difference in pupil achievements can be explained by school factors (even less in urban areas) • 80% explained by background factors of pupils: • Home environment/peer group • Learned Intelligence and Background Knowledge • Student Motivation • Robert Marzano ‘What Works in Schools’ based on 35 years of educational research

12. What is talent? • Innate, is the genes? Learned? • Somethingthat is given (Mattheus) • Gift – Giftedness • Don’t let it rest– developit • Secret of excellence • Deliberatepractice • Practice, 10.000 hours • Motivation • Talent, excellence as relative concept • A complex concept

14. Gardner • Verbal-linguistic • Musical-rithmic • Intrapersonal • Interpersonal • Kinesthetic • Visual-spatial • Logic-Mathematical • Naturalistic-ecologic  More than IQ and cognitionalone Ken Robinson: do schools killcreativity? TED

15. Multilingualism PluriculturalismE-competencesfor Global Citizenship

16. Glocalcitizenship…. • The world as a globalvillage • How to relatewithourneighbours in the village? • Citizenship: • Democracy: a way to bringtogether different views and interests and to peacefullycome to solutions • Participation: showingresponsibilityforone’s living environment bycontributing to itsquality • Identity: norms and valuesfromwhich a person acts in public space; whatideals, whatpriorities? • Local: diversitybutlimited • Global: enormousdiversity….

17. Social relations • ‘Glue’ in society depends on the quality of social relations between individuals and groups • Social relations are both the result and the source of the development of an individual • Outcomes of interactions are integrated as experiences or knowledge ->learning • This learning process needs to continue by actively seeking new information or (human) resources: we need to be(come) literate • The resources are local and, increasingly, distant: have to learn new forms of literacy

18. Four pillars of learning • Learning to know • Learning to do • Learning to be • Learning to live together (http://www.unesco.org/delors/) • Developing six stages of competency (Richardson (2003) Developing Sustainable Ties in the Information Society: Social Aspects of ICT in Learning) Competence: combinations of knowledge, skills, attitudes (norms, values) + the ability to reflect upon all these aspects

19. Types of literacy & competence • Functional literacy • Read, write, calculate: fundamental communication tools; (de)code information • Create images of the world without its presence • Technical literacy • Use ICT to interact (non)verbally with others • Essential building block for adapting to evolution (as technology continously develops) • Understand the direct and indirect world • Learning to know and learning to do

20. Aoccdrnig to rscheearch at Cmabrigde uinervtisy, it deosn’t mttaer waht oredr the ltteers in a wrod are

21. Types of literacy& competence • Audio-visual competence • Critically judge the non-interactive strong & constant stream of audio/visual-messages • What’s behind: school as ‘living laboratory’ or playground to be aware and to reflect upon • Media competence • Not to understand the package but the content and impact/use media • Navigate the labyrinth, judge what is meaningful • Competences to be developed throughout life • Delors: Learning to be

22. SMS My smmrholswr CWOT. B4, we usd 2go2 NY 2c my bro, his GF & thr 3 kids. ILNY, it’s a gr8 plc Understand Social Media From pupil & teacher perspective

23. Types of literacy& competence • Social competence • Sound understanding of norms, values, rights, responsibilities • Choice to comply or not • Become autonomous, understand ourselves • Cultural literacy & competence • Culmination: contextualize information, openness and curiosity to integrate cultural experience of the Other into one’s learning Integrate new learning that continually modifies our Image of the world through meta-cognition • Learning to live together

24. Learning to Bridge the World’s Cultures • Starts with curiosity, wanting to learn & openness • Stages of understanding related to the types of literacy and competences • Important role for parents and educators, but: lifelong competence development necessary • Understand the ‘other’ language • Understand the ‘cultural’ differences: accept, be generous, with own knowledge of self and one’s own & other culture • Interact for creating consensual knowledge • Bridging Intercultural Diversity through Global Learning Projects (ESP)

25. Research needed • Factors that influence learning (outcomes) when doing international CSCL-projects?? • Evaluateyourprojectsfrom the start • Do ittogetherwithyourstudents, and withyour partners abroad • Focus on the process & on the outcomes • Compare: are learningoutcomesbetterthan in ‘normal’ lessonactivities??? • Document itforothers to learnfromyou.

26. http://ec.europa.eu/education/more-information/docs/impact_study_etwinning_2013_en.pdfhttp://ec.europa.eu/education/more-information/docs/impact_study_etwinning_2013_en.pdf

27. http://blogs.ec.europa.eu/openeducation2030/

28. NL-AgendaSecondaryEducation

29. Brain and cognition • Early development is not sign of giftedness • In secondary education: brain still very much in development • Especially metacognitive (executive) skills limited • Connection between intelligence and maturation of the frontal cortex • The more intelligent the pupil, the later the maturation • Possibly: at 14 behind; at 18 ahead • Room in schools for individual attunement to biological factors needed

30. FINISHED FILES ARE THE RE- SULT OF YEARS OF SCIENTIF- IC STUDY COMBINED WITH EXPERIENCE OF YEARS

31. Count the White Passes in silence!

33. The Mind Once Expanded to the Dimensions of Larger Ideas Never returns to its Original Size

34. ????

35. Have a Very Nice Conference h.w.sligte@uva.nl