Decision Makingfor Integrating ICT into Education

Prof. Bernard CORNU(INRP, France)

SATW/EENet workshop, Muenchenwiler, 10 October 2004

1. Society is evolving2. Education3. Trends in ICT4. Competencies5. The school of the future6. Institutionalisation7. Learning systems management

1. Society is evolving

Information: Facts, comments, opinions,expressed through words, images, sounds...It can be stored, circulated...

Knowledge: The output of the reconstructionof information by a person, according to his/herhistory and context. It depends on the person.

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.

Information can be transmitted,

knowledge must be acquired, constructed.

Integrating ICT in order to build the knowledge society.

2. Education.The "four pillars" (Jacques DELORS, 1996):

Learning to know

Learning to do

Learning to live together

Learning to be

Integrating ICT in order to build the

Knowledge Society

Learning to knowICT and Knowledge, accessing Knowledge

Learning to doNew capacities, do through ICT

Learning to live togetherNew communication, the « e-citizen »

Learning to be… in the knowledge society; personal

development

3. Trends in ICT

not a matter of technology,but some fundamental trends

NetworksCollective intelligenceE-LearningEthics

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

From pyramid to network…

Networks

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

Collective intelligence

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

e-Learningfrom "CAL"

to distance-learningthen 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 »

Ethical questions

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

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

4. Competencies

New competenciesAlways more… or core competencies?

The « Common European Framework »

Ability to evolvePermanent ability to increase one’s competency;

the "derivative" of competency!

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"

"status-quo" extrapolated

1. Robust bureaucratic school systems

status-quo, bureaucracy, uniformity, resistance to change

ICT: used, but not integratedICT may lead to the end of the "status-quo" (together with the lack of teachers)

"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 trainingICT exploitedICT and competition

"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 schoolICT: a tool for citizenship

"re-schooling”

4. Schools as focused learning organisations

(centred on « knowledge » rather than « society »), competence development; innovation; research and development

ICT widely exploitedICT integrated in teaching and learningICT: a tool for learning, analysis, communication

"de-schooling”

5. Learner networks and the network society

dissatisfaction of school systems, cooperative networks, home schooling, no reliance on teachers

ICT for networkingICT and independency from time and space

"de-schooling”

6. Teacher exodus - the meltdown scenario

School systems disintegrated, status-quo + lack of teachers

ICT to replace teachersCompanies involved in ICT in education

Variables and commands:

• Attitude and expectation towards schools• Mission and objectives of schools• Organization and structures• Geopolitical dimension• Teachers

6. InstitutionalisationThe process of institutionalisation

ResearchInnovation“good practice”

Decision makers

Actors « Experts »

(the IITE High Level Seminar)

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

A system may have an intelligence

collective intelligencecollective learning (a process at the system level)collective memory

Structuring a system in order to make it a "learning system"

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

HARD

SOFT

META

HARD

SOFT

META(intelligence, intellectual added value, coherence…)

(Equipment, structures, ICT, personnel…)

(competences, qualification, training…)

From piloting to "governance":

- involve actors; humanism; democracy; collective intelligence- reconsider authority, hierarchy, bureaucracy: network

A learning society should be managed through "intelligence"

Thank you…

bernard.cornu@inrp.fr