1 © vcilt 020604 pr. alain senteni, university of mauritius © vcilt [02/06/04] from traditional to...
TRANSCRIPT
1© VCILT 020604
Pr. Alain Senteni, University of Mauritius © VCILT [02/06/04]
From traditional to Technology-Enhanced Education & e-Learning,
the teacher as a divided self
CMCP intro 16/06/04
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The teacher as a professional
{Perrenoud, 99}
The teacher as a reflexive practitioner
{Schon, 84} {Perrenoud, 99}
1
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Why DE ? Why e-Learning ?
Let’s now talk about the integration of ICT into T&L practices for capacity building
To remove time and distance constraint
To access ressources that are not available locally
To responsibilize and empower teachers/pupils on their own learning process/organisation
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Technology-enhanced education [TEE] builds up
educational (micro)-systems
linking virtual communities
and shared resources,
through technologies.
TEE, a systemic and evolutionary view of education
TEE adopts
a systemic view
of reflexive practices
thru’ instrument-mediated
learning activities
reflexive practitioners understanding the view they hold of the world and how this acts as a major influence on their
work
Technologies
Shared Resources
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[Self-Reliance] to act using the resources available locally
[Empowerment] to enable subjects to react immediately to changing circumstances by having access to decision-making.
[Interdependence] to obtain resources elsewhere in order to act, to mutualize [human] resources
[Asynchrony] to enable subjects to operate as quickly as possible, given local circumstances
[Reflexivity] to support critical thinking and creativity
[Commitment] to regulate social interaction, reciprocity and collaboration
Some TEE underlying principles to keep in mind [some rules for efficient educational ecologies ]
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Creating and
Organising
Technology-Enhanced
Educational Activity
(a successful story)
2
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Freely inspired from (Engestrom,87)
From a general perspective
new knowledge, new resources [Capacity, HR,
Technology, Publications]
SHAREDRESOURCES
Outcomes
Rules
[Tools]
Technologies
Community
Subject
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[ http://darwin.cyberscol.qc.ca ]
Example [1] “Le monde de Darwin”
a) Subject & Communityb) Rulesc) Technologiesd) Shared Resources
SHAREDRESOURCES
Rules
Technologies
Community
Subject
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• Science involves Social Commitment Scientists are socially responsible for the knowledge they
produce (facts, theories and technologies)
• Science is a Collective EndeavourScientific rigour emerges through exchanging between peer experts
• Scientific progress stems from questionsScientists do not only look for answers, they crave for good questions as unique tools to probe and decipher the real world
(b) Darwin, rules & basic principles
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responsibilitycommitment
rigorousthinking
cooperative learning
computer literacy
motivation
long-termedproject-based
learningfor transfer
situatedlearning
(b) Darwin, underlying principles
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On-line support from «Atelier du Chercheur»
(c) Darwin , instruments & technologies
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Open Educational
Resources [OER] & non-
formal approaches
to lifelong learning
Example [2] OER
SHAREDRESOURCES
Rules
Technologies
Community
Subject
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QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture.
[community]
+ Proxies : close friends, but not so close with respect to geography
New knowledgeNew human resources
Capacity building - Skill acquisition - Value addition
[instrument] technologies
Derived from the Hands On (La main à la pâte ®) model
Ex [2] support framework for classroom reflexive activities
[resources]
+ Open Educational Resources
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[ Mutualized HRVCILT, Lamap,
NPCC, MIE]
Content experts
[Community]
Email Q&A
Email Q&A (relevant
questions)[instrument] WEBSITE
[Hands on model]Archive
Web site Moderators
[Shared Knowledge]
[instrument] LOR
Derived from the Hands On (La main à la pâte ®) model
Self-training user
Ex [2] support framework for classroom reflexive activities
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Tech
nolo
gy-E
nhan
ced
Lear
ning
@ V
CIL
T
[knowledge] Shared Contents & Resources[history-culture-heritage] homemade [coral reefs] inherited [endemic plants-sugar] homemade [Hands on-La main a la pate] [MIT-OCW] inherited
[methods] Pedagogy & Communication Strategiesreflexive practice, empowerment, creativity, innovation
[community]local, regional, international cooperation & partnership close friends, but not so close with respect to geography
Mauritius
Ex[3] Building Blocks
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3
Creating Technology-Enhanced Activities
(nitty-gritty business)
Creating Technology-Enhanced Activities
(nitty-gritty business)
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DESIGN
BUILD
TEST
DESIGN
BUILD
TEST
1. Structure content2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout
Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)
Few students debug a lotThe sooner, the better
1. Structure content2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout
Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)
Few students debug a lotThe sooner, the better
Pierre Dillenbourg, TECFA, University of Geneva, 2001
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Where is Geneva?
(a) In France
(b) In France
(c) In Switzerland
Lesson 1
Lesson 2
Lesson 3
Lesson 4
11
Structure content
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Lesson 1
Lesson 2
Lesson 3
Lesson 4
22
Introducti
on
Discovery
Consolid
ation
Applicatio
n
Transfer
Evaluation
Introducti
on
Discovery
Consolid
ation
Applicatio
n
Transfer
Evaluation
Introducti
on
Discovery
Consolid
ation
Applicatio
n
Transfer
Evaluation
Introducti
on
Discovery
Consolid
ation
Applicatio
n
Transfer
Evaluation
2. Activities
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Example of structure
1. Introduction2. Discovery phase3. Consolidation phase4. Application phase5. Synthesis
6. Evaluation
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1. Introduction– Explain concretely the objectives– Refresh prerequisites– Give context– Pre-activate cognitive structures– …
2. Discovery phase3. Consolidation phase4. Application phase5. Synthesis6. Evaluation
Example of structure
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1. Introduction2. Discovery phase
– Focus on the key idea– Use the group
3. Consolidation phase4. Application phase5. Synthesis
6. Evaluation
Example of structure
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1. Introduction2. Discovery phase3. Consolidation phase
• State definitions, principles, rules, …• Bring the complexity of real life…
4. Application phase5. Synthesis
6. Evaluation
Example of structure
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1. Introduction2. Discovery phase3. Consolidation phase4. Application phase
– Apply the knowledge to exercices, building cases, group problem solving,…
5. Synthesis
6. Evaluation
Example of structure
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1. Introduction2. Discovery phase3. Consolidation phase4. Application phase5. Synthesis
– Summary– Relate to similar topics– Post-structuring– Train transfer
6. Evaluation
Example of structure
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1. Introduction2. Discovery phase3. Consolidation phase4. Application phase5. Synthesis
6. Evaluation
Example of structure
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DESIGN
BUILD
TEST
DESIGN
BUILD
TEST
1. Structure content2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout
Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)
Few students debug a lotThe sooner, the better
1. Structure content2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout
Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)
Few students debug a lotThe sooner, the better
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Introducti
on
Case disc
ussion
Law & Theory
Case co
llecti
on
Case prese
ntation
Evaluation
5 x 9 h = 45 h
3. Scenario
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Welcome to DodoWear, the ultimate clothes producers for sucssess and hapiness on Mauritius!
You have recentrly been hired in our company, we would like to give you the best welcome in our company. Therefore, we prepared for you a first month of intensive training in which you will visit our different centers of activity. You will learn about each link in the global chain that goes from the consumer wishes to the consumer buying acts, though the design-make-sell process.
You are lucky: for your first visit, we would like to send you to Paris and Milano where companies forecast the wishes of tommorow!
…4. Communication Metaphor
Accessories
Marketing & Distribution
CustomersGarnment Production
Design
Fashion Centers
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Lesson1
Intro
Case1
Law
Lesson2
Lesson3
Forum
Students
Teacher
Glossar
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LAW
CASE 7
DISCUSSION CASE 7
UOM
5. Page layout
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DESIGN
BUILD
TEST
DESIGN
BUILD
TEST
1. Structure content
2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout
Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)
Few students debug a lotThe sooner, the better
1. Structure content
2. Design learning activitiesactivities3. Integrate them in a scenario4. Design an organising metaphor5. Draw the page layout
Content & pages (DreamWeaver etc..)(Communication tools)(Services: Autentication, Managment,..)
Few students debug a lotThe sooner, the better
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Fashion ModuleLession 1: Understand the role of design centers on fashion forecasting
(1) Select an image from a top-model fashion magazine
(2) Select an image from a ready-to-wear catalog
(3) Identify the style that bridges (1) and (2)
(4) Ask other students to map collection of images 1 and images 2
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Lesson1
Intro
Case1
Law
Lesson2
Lesson3
Forum
Students
Teacher
Glossar
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Top Model
Design theme
UOM
Ready to Wear
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Case-based teaching:
knowledge in actioncontextualized learninggroup discussionlinks with hypertext (theory, law,..)
(see COW)
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AIDS: Case 1 AIDS: Case 2
Students in Geneva
Students in Beiruth
Students in Monastir
Students in Yaounde
Students in Geneva
Students in Beiruth
Students in Monastir
Students in Yaounde
www.universante.org
Diabetis: Case 1
Students in Geneva
Students in Beiruth
Students in Monastir
Students in Yaounde
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Problem-based learning
(1) Start from a problem(2) Define learning objectives(3) Work individually or in small groups towards
objectives(4) Debriefing with tutors
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3bis
The teacher as author How about using technology to prepare your e-learning course material?(a nitty-gritty activity)
The teacher as author How about using technology to prepare your e-learning course material?(a nitty-gritty activity)
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4
The teacher as visual designer
[more about metaphor, page layout, (visual) communication, navigation]
The teacher as visual designer
[more about metaphor, page layout, (visual) communication, navigation]
46© VCILT 020604« un assaut panoramique sur la perspective de la Renaissance »« un assaut panoramique sur la perspective de la Renaissance »
47© VCILT 020604
Pearblossom HighwayPearblossom Highway(David Hockney)David Hockney)
Pearblossom Highway offre un exemple du travail de recherche de Pearblossom Highway offre un exemple du travail de recherche de
Hockney sur la perspective. Hockney sur la perspective.
Inspiré par la façon dont les cubistes intègrent les points de vue Inspiré par la façon dont les cubistes intègrent les points de vue
multiples sur un même sujet, Hockney se permet « un assaut multiples sur un même sujet, Hockney se permet « un assaut
panoramique sur la perspective à point de fuite unique de la panoramique sur la perspective à point de fuite unique de la
Renaissance » dans lequel le foyer central d’attraction du regard est Renaissance » dans lequel le foyer central d’attraction du regard est
remplacé par un ensemble de points de fuites. remplacé par un ensemble de points de fuites.
Hypertext as the « Pearblossom Highway » of reflexive « Pearblossom Highway » of reflexive thinking thinking
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Hypertext as a communication metaphor
• Le sens final d’une « communication » est le résultat de l’ensemble des commentaires sur cette communication
feedback
wholenessinteraction
• Une « communication » peut être totalement décrite par un hypertexte
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la pensée critique
Ceci est un hypertexte
Je crois qu’ il s’agit Je crois qu’ il s’agit juste d’un commentairejuste d’un commentaire
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« Ce qui est la supériorité de la raison critique est
le pouvoir de définir un ensemble par un
nouvel ensemble à définir, par un principe de
circularité infinie où chaque mot ne peut être
défini que par d’autres mots »
Roland Barthes
This reminds of Nelson’s definition of hypertext
image & pensée critique ?
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• Penser de manière critique, c’est « décider de façon raisonnable et réflexive quoi penser et quoi faire »
Pensée critique
Commentaire sur « pensée critique »
Rendre sa pensée réflexive, c’est ...
Commentaire sur le commentaire
Sans commentaire
Faut-il penseravant de réfléchir ?
Commentaire sur le commentaire sur le
commentaire...
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Meta, you said meta ?
Il est très difficile de conduire tout en regardant la carte
It is very hard to think while thinking that you think [ Il est très difficile de penser tout en pensant à quoi on pense ]
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http:// design.art.utexas.edu / projects/ miodrag / Spring99 / Sixmemos / main.html
6 Memos For The Next Millennium [Italo Calvino]
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6 design principles for the new millenium
• Légéreté, Visibilité, Rapidité (Efficacité), • Exactitude, Multiplicité, Cohérence
• Lightness, Visibility, Quickness, Efficiency, Exactitude, Multiplicity, Consistancy
60© VCILT 020604exercise
Affordances
[ psychological foundation for efficient design ]
Pour enfoncer le clou, taper ici
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5The teacher as manager [About time and social management]
The teacher as manager [About time and social management]
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Efficient patterns for better T & L in TEE
happy teaching(early XXth century)
1
?
confused teaching(late XXth century)
2
task x, project y
happy teaching with scenarios (early XXI century)
task z, project w3
communication&
social organisation
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Teacher
Learner
Learner
Learner
Learner
On-line teaching
Learner Learner
Server
Hypermedia self-training
Distributed Models for TEE [classroom management]
Learner
Learner
Learner
Teacher
Learner
Distributed classroom
Learner
Task
Learner
Learner LearnerCommunity of practice
Learner
Server
TaskLearner
ServerServer
Performance support
Learners
High-tech classroom
Teacher
Resources
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assisted self-training
e-Resources (courses, Kbasesoftware, tools)
Human Resources
E
EEE
E EE
Tea
cher
virtual classroom
EEE
E
EE
networked collaborative
training
E E
From face-to-face to purely online, different modes of communication, different modes of time & space management
Distributed Models for TEE [classroom management]
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• Time & Flow
CSCL, pedagogical scenarios & project-based pedagogy
Technology brings about reflexive practices
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a teama team
group group group
Animator
a scenarioa scenario{teamwork}
{individual work}
{learn to communicate}{communicate to learn}
a projecta project
P
P1 P2 P3
the teacher as creative manager...[1]
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PROJECT
group1
group2
P3group3
task analysis (collective)
the teacher as creative manager...[2]
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analysis
doc
doc
analysisdoc
analysisdoc
Group
Group
asynchronous
Group
task taskdoc docdoc
synchronous(group meeting)
scenario
anal
ysis
assi
gnm
ent
Example borrowed from project LEA (LIUM)the teacher as creative manager...[3]
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asynch synch asynch synch asynch synch asynch synch
Step 1Analysis
Step 2Conception
Step 3Construction
Step 4Integration
positive feedback loop : steps and cycles
the teacher as happy Sysiphus [5]
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6The teacher as a (socio)-therapist
[ More about socio-constructivism or education as an activity system]
The teacher as a (socio)-therapist
[ More about socio-constructivism or education as an activity system]
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from a socio-constructivist perspective
SHAREDRESOURCES
Rules
Technologies
Community
Subject
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Reflexivity is a crucial aspect of modernity, allowing people to consider and develop a critical viewpoint on the conditions of their actions
Structural reflexivity is about the projects of an actor considering the possibilities of changing « rules and resources » in a social process (e.g. education)
Self-reflexivity concerns the process where a social actor (e.g. teachers, rectors) considers his/her own social practice
Reflexivity applies to reflexive communities (e.g. schools, class, groups of teachers), it is not an individual process
Technology brings about reflexive practices [1]
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Computer mediates access to...
Communication
with peers,
friends, teachers,
tutors, experts…Resources
Information Databases
Online contents
Productions Activities
Knowledge Building
Technology brings about reflexive practices [2]
CSCL CSCW collaborative work
social activity
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Pedagogical Communication is about ...
skills
knowledge
resourcestime
partners
skills
knowledge
resourcestime
partnersSharing
Consuming
Acquiring
... a self-regulating process to be organized
commitments
commitments
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Tools
Rules
Subject Object
DivisionOf Labour
Outcome
Community
A systemic representation of an educational activity
minimal context to analyse the work of a pupil and make it meaningful
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whole - structure ? elements ?
static representation ?time - flow - causality ?
Pedagogical communication must be considered systemic
wholeness whole greater than the sum of the parts
feedback [circular causality] effect retroacts on the cause that
produced it.
interaction an element does not make much sense when isolated from its context
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individual cognitive
development
social interactions
Learning results from a spiral of causality
a given level of individual development allows
participation in social interactions which
produce new individual states which, in turn, make possible more sophisticated social
interaction and so on.
(Dillenbourg et al, 95)
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Empowerment
Self-Reliance
Interdependence
Commitment
Social Interaction
Shared Resources
rules
Some TEE underlying principles to keep in mind [the classroom as an efficient educational ecology ]
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[Self-Reliance] to act using the resources available locally
[Empowerment] to enable subjects to react immediately to changing circumstances by having access to decision-making.
[Interdependence] to obtain resources elsewhere in order to act, to mutualize [human] resources
[Asynchrony] to enable subjects to operate as quickly as possible, given local circumstances
[Reflexivity] to support critical thinking and creativity
[Commitment] to regulate social interaction, reciprocity and collaboration
Some TEE underlying principles to keep in mind [some rules for efficient educational ecologies ]
85© VCILT 020604 Thank you…
The ethics of educational communities arise from their educational nature
The aim of education is not to change the person but to change the person’s relation to the world
Empowerment, Self-Reliance, Interdependence, Asynchrony, Reflexivity and Commitment are the key factors to reconcile a culture of knowledge [product] with a culture of learning & development [process]
TEE principles [rules for educational ecologies]
86© VCILT 020604
7The student as a creative writer: global replace « teacher » with « student »
The student as a creative writer: global replace « teacher » with « student »
What happened to the students ?
Where are the students ?