1. 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

2. 2 © VCILT 020604 The teacher as a professional {Perrenoud, 99} The teacher as a reflexive practitioner {Schon, 84} {Perrenoud, 99} 1

3. 3 © VCILT 020604 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

4. 4 © VCILT 020604 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

5. 5 © VCILT 020604 [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 ]

6. 6 © VCILT 020604 Creating and Organising Technology-Enhanced Educational Activity (a successful story) 2

7. 7 © VCILT 020604 Freely inspired from (Engestrom,87 ) From a general perspective new knowledge, new resources [Capacity, HR, Technology, Publications] SHARED RESOURCES Outcomes Rules [Tools] Technologies Community Subject

8. 8 © VCILT 020604 [ http://darwin.cyberscol.qc.c a ] Example [1] “Le monde de Darwin” a) Subject & Community b) Rules c) Technologies d) Shared Resources SHARED RESOURCES Rules Technologies Community Subject

9. 9 © VCILT 020604 (a) Darwin, subject & community

10. 10 © VCILT 020604 Science involves Social Commitment Scientists are socially responsible for the knowledge they produce (facts, theories and technologies) Science is a Collective Endeavour Scientific rigour emerges through exchanging between peer experts Scientific progress stems from questions Scientists 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

11. 11 © VCILT 020604 responsibility commitment rigorous thinking cooperative learning computer literacy motivation long-termed project-based learning for transfer situated learning (b) Darwin, underlying principles

12. 12 © VCILT 020604 (c) Darwin, instruments & technologies

13. 13 © VCILT 020604 On-line support from «Atelier du Chercheur» (c) Darwin, instruments & technologies

14. 14 © VCILT 020604 (d) Darwin, resources

15. 15 © VCILT 020604 Open Educational Resources [OER] & non-formal approaches to lifelong learning Example [2] OER SHARED RESOURCES Rules Technologies Community Subject

16. 16 © VCILT 020604 [ community ] + Proxies : close friends, but not so close with respect to geography New knowledge New 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

17. 17 © VCILT 020604 [ Mutualized HR VCILT, 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

18. 18 © VCILT 020604 Technology-Enhanced Learning @ VCILT [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 Strategies reflexive 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

19. 19 © VCILT 020604 3 Creating Technology-Enhanced Activities (nitty-gritty business) Creating Technology-Enhanced Activities (nitty-gritty business)

20. 20 © VCILT 020604 DESIGN BUILD TEST DESIGN BUILD TEST 1.Structure content activities 2.Design learning activities 3.Integrate them in a scenario 4.Design an organising metaphor 5.Draw the page layout Content & pages (DreamWeaver etc..) (Communication tools) (Services: Autentication, Managment,..) Few students debug a lot The sooner, the better 1.Structure content activities 2.Design learning activities 3.Integrate them in a scenario 4.Design an organising metaphor 5.Draw the page layout Content & pages (DreamWeaver etc..) (Communication tools) (Services: Autentication, Managment,..) Few students debug a lot The sooner, the better Pierre Dillenbourg, TECFA, University of Geneva, 2001

21. 21 © VCILT 020604 Ljhkhgk hgkjdh lkjhl jewhlkjrhg lkejhg oiuh kjoui ékiuélkjlkjjlkj lkjl dlkdjlkf liorjéljkfék lfirjl kerjlk relkj flkjlfwèàeijrlkjehri oih lik Where is Geneva? (a)In France (b)In France (c)In Switzerland Lesson 1 Lesson 2 Lesson 3 Lesson 4 1 Structure content

22. 22 © VCILT 020604 Lesson 1 Lesson 2 Lesson 3 Lesson 4 2 IntroductionDiscoveryConsolidationApplicationTransfer Evaluation IntroductionDiscoveryConsolidationApplicationTransfer Evaluation IntroductionDiscoveryConsolidationApplicationTransfer Evaluation IntroductionDiscoveryConsolidationApplicationTransfer Evaluation 2. Activities

23. 23 © VCILT 020604 Example of structure 1.Introduction 2.Discovery phase 3.Consolidation phase 4.Application phase 5.Synthesis 6.Evaluation

24. 24 © VCILT 020604 1.Introduction –Explain concretely the objectives –Refresh prerequisites –Give context –Pre-activate cognitive structures –… 2.Discovery phase 3.Consolidation phase 4.Application phase 5.Synthesis 6.Evaluation Example of structure

25. 25 © VCILT 020604 1.Introduction 2.Discovery phase –Focus on the key idea –Use the group 3.Consolidation phase 4.Application phase 5.Synthesis 6.Evaluation Example of structure

26. 26 © VCILT 020604 1.Introduction 2.Discovery phase 3.Consolidation phase State definitions, principles, rules, … Bring the complexity of real life … 4.Application phase 5.Synthesis 6.Evaluation Example of structure

27. 27 © VCILT 020604 1.Introduction 2.Discovery phase 3.Consolidation phase 4.Application phase –Apply the knowledge to exercices, building cases, group problem solving,… 5.Synthesis 6.Evaluation Example of structure

28. 28 © VCILT 020604 1.Introduction 2.Discovery phase 3.Consolidation phase 4.Application phase 5.Synthesis –Summary –Relate to similar topics –Post-structuring –Train transfer 6.Evaluation Example of structure

29. 29 © VCILT 020604 1.Introduction 2.Discovery phase 3.Consolidation phase 4.Application phase 5.Synthesis 6.Evaluation Example of structure

30. 30 © VCILT 020604 DESIGN BUILD TEST DESIGN BUILD TEST 1.Structure content activities 2.Design learning activities 3.Integrate them in a scenario 4.Design an organising metaphor 5.Draw the page layout Content & pages (DreamWeaver etc..) (Communication tools) (Services: Autentication, Managment,..) Few students debug a lot The sooner, the better 1.Structure content activities 2.Design learning activities 3.Integrate them in a scenario 4.Design an organising metaphor 5.Draw the page layout Content & pages (DreamWeaver etc..) (Communication tools) (Services: Autentication, Managment,..) Few students debug a lot The sooner, the better

31. 31 © VCILT 020604 1 2-3 5-6 4 7 10 8-9 10-11 12 UOM ON-LINE 3. Scenario

32. 32 © VCILT 020604 IntroductionCase discussionLaw & TheoryCase collectionCase presentation Evaluation 5 x 9 h = 45 h 3. Scenario

33. 33 © VCILT 020604 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 Customers Garnment Production Design Fashion Centers

34. 34 © VCILT 020604 Lesson1 Intro Case1 Law Lesson2 Lesson3 Forum Students Teacher Glossar Hhj jhkjh kj éilkj lkjélkj élkj lkj élkj élkj élkjélkj lékkjélkjlk loi lkljlk jlkjl kjlkj lkjlk lléjlkjl élkj àlkljà élkjél élkjélkj lékjélk jélkjlkj  Kjhkjhkjhkjhk jhkjhk j by lékélkélkél  jhkjhkjhkjhdkjhkjhk lléjkhkjh jh kby oiuoiu  hgjhgjhgjg éljl kjl élikjélkj élk  jhkjhkjhkjhkjhkjh kjhé lkjh .kj élkj élkjélkjélkj élkj jbj mhgk jh  ljlkjlkjlkà kljéklj élkj élkj élkj élk é élkjélkjékl élkjélk lkj ékl élk  ??? Jkhkjh ljh kjhl kjhl jkh lkjhlk j ART 34: iuiweuzo iui uhglwjh lkjhglkjhlkjh lkjshlkjh lkjh slkjh lksjhd lkjhsdlkjghlsdkj hglskjdh glkjsdhk iujoioli ART 35: iuiweuzo iui uhglwjh lkjhglkjhlkjh lkjshlkjh lkjh slkjh lksjhd lkjhsdlkjghlsdkj hglskjdh glkjsdhk iujoioli ART 57: iuiweuzo iui uhglwjh lkjhglkjhlkjh lkjshlkjh lkjh slkjh lksjhd lkjhsdlkjghlsdkj hglskjdh glkjsdhk iujoioli ART 66: iuiweuzo iui uhglwjh lkjhglkjhlkjh lkjshlkjh lkjh slkjh lksjhd LAW CASE 7 DISCUSSION CASE 7 UOM 5. Page layout

35. 35 © VCILT 020604 DESIGN BUILD TEST DESIGN BUILD TEST 1.Structure content activities 2.Design learning activities 3.Integrate them in a scenario 4.Design an organising metaphor 5.Draw the page layout Content & pages (DreamWeaver etc..) (Communication tools) (Services: Autentication, Managment,..) Few students debug a lot The sooner, the better 1.Structure content activities 2.Design learning activities 3.Integrate them in a scenario 4.Design an organising metaphor 5.Draw the page layout Content & pages (DreamWeaver etc..) (Communication tools) (Services: Autentication, Managment,..) Few students debug a lot The sooner, the better

36. 36 © VCILT 020604 ? ??? Learning Activities ???

37. 37 © VCILT 020604 Fashion Module Lession 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

38. 38 © VCILT 020604 Lesson1 Intro Case1 Law Lesson2 Lesson3 Forum Students Teacher Glossar  Kjhkjhkjhkjhk jhkjhk j by lékélkélkél  jhkjhkjhkjhdkjhkjhk lléjkhkjh jh kby oiuoiu  hgjhgjhgjg éljl kjl élikjélkj élk  jhkjhkjhkjhkjhkjh kjhé lkjh .kj élkj élkjélkjélkj élkj jbj mhgk jh  ljlkjlkjlkà kljéklj élkj élkj élkj élk é élkjélkjékl élkjélk lkj ékl élk  ??? Jkhkjh ljh kjhl kjhl jkh lkjhlk j Top Model Design theme UOM Ready to Wear

39. 39 © VCILT 020604 Case-based teaching: knowledge in action contextualized learning group discussion links with hypertext (theory, law,..) (see COW)

40. 40 © VCILT 020604 AIDS: Case 1AIDS: 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

41. 41 © VCILT 020604 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

42. 42 © VCILT 020604 3 bis 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)

43. 43 © VCILT 020604 From e-Savoir (trace) to WIKI (static e-learning website)

44. 44 © VCILT 020604 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]

45. 45 © VCILT 020604 La structure Hypertext perspective

46. 46 © VCILT 020604 « un assaut panoramique sur la perspective de la Renaissance »

47. 47 © VCILT 020604 Pearblossom Highway David Hockney) (David Hockney) Pearblossom Highway offre un exemple du travail de recherche de Hockney sur la perspective. Inspiré par la façon dont les cubistes intègrent les points de vue multiples sur un même sujet, Hockney se permet « un assaut panoramique sur la perspective à point de fuite unique de la Renaissance » dans lequel le foyer central d’attraction du regard est remplacé par un ensemble de points de fuites. « Pearblossom Highway » of reflexive thinking Hypertext as the « Pearblossom Highway » of reflexive thinking

48. 48 © VCILT 020604 Communication & Hypertext

49. 49 © VCILT 020604 Hypertext as a communication metaphor Le sens final d’une « communication » est le résultat de l’ensemble des commentaires sur cette communication feedback wholeness interaction Une « communication » peut être totalement décrite par un hypertexte

50. 50 © VCILT 020604 la pensée critique Ceci est un hypertexte Je crois qu’ il s’agit juste d’un commentaire

51. 51 © VCILT 020604 « 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 ?

52. 52 © VCILT 020604 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 penser avant de réfléchir ? Commentaire sur le commentaire sur le commentaire...

53. 53 © VCILT 020604 La structure La cartographie (mapping) www.cybergeography.org

54. 54 © VCILT 020604 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 ]

55. 55 © VCILT 020604

56. 56 © VCILT 020604 Visual rethorics + =?

57. 57 © VCILT 020604 http:// design.art.utexas.edu / projects/ miodrag / Spring99 / Sixmemos / main.html 6 Memos For The Next Millennium [Italo Calvino]

58. 58 © VCILT 020604 ? exercise

59. 59 © VCILT 020604 6 design principles for the new millenium Légéreté, Visibilité, Rapidité (Efficacité), Exactitude, Multiplicité, Cohérence Lightness, Visibility, Quickness, Efficiency, Exactitude, Multiplicity, Consistancy

60. 60 © VCILT 020604 exercise Affordances [ psychological foundation for efficient design ] Pour enfoncer le clou, taper ici

61. 61 © VCILT 020604 5 The teacher as manager [ About time and social management]

62. 62 © VCILT 020604 TEE classroom management

63. 63 © VCILT 020604 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 w 3 communication & social organisation

64. 64 © VCILT 020604 Teacher Learner On-line teaching Learner Server Hypermedia self-training Distributed Models for TEE [classroom management] Learner Teacher Learner Distributed classroom Learner Task Learner Community of practice Learner Server Task Learner Server Performance support Learners High-tech classroom Teacher Resources

65. 65 © VCILT 020604 assisted self- training e-Resources (courses, Kbase software, tools) Human Resources E EEEEEE EEEEEE Teacher virtual classroom EEEEEE E E E networked collaborative training EE From face-to-face to purely online, different modes of communication, different modes of time & space management Distributed Models for TEE [classroom management]

66. 66 © VCILT 020604 Time & Flow CSCL, pedagogical scenarios & project-based pedagogy Technology brings about reflexive practices

67. 67 © VCILT 020604 a team group Animator a scenario {teamwork} {individual work} {learn to communicate} {communicate to learn} a project P P1P2P3 the teacher as creative manager...[1]

68. 68 © VCILT 020604 PROJECT group1 group2 P3 group3 task analysis (collective) the teacher as creative manager...[2]

69. 69 © VCILT 020604 analysis doc analysis doc analysis doc Group asynchronous Group task doc synchronous (group meeting) scenario analysis assignment Example borrowed from project LEA (LIUM) the teacher as creative manager...[3]

70. 70 © VCILT 020604 the teacher as creative manager...[4] result after one cycle ? hum...

71. 71 © VCILT 020604 asynchsynchasynchsynchasynchsynchasynchsynch Step 1 Analysis Step 2 Conception Step 3 Construction Step 4 Integration positive feedback loop : steps and cycles the teacher as happy Sysiphus [5]

72. 72 © VCILT 020604 a few weeks later...[6]

73. 73 © VCILT 020604 6 The 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]

74. 74 © VCILT 020604 from a socio-constructivist perspective SHARED RESOURCES Rules Technologies Community Subject

75. 75 © VCILT 020604 Subject & Community SHARED RESOURCES Rules Technologies Community Subject

76. 76 © VCILT 020604  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]

77. 77 © VCILT 020604 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

78. 78 © VCILT 020604 Pedagogical Communication is about... skills knowledge resources time partners skills knowledge resources time partners Sharing Consuming Acquiring... a self-regulating process to be organized commitments

79. 79 © VCILT 020604 Tools Rules SubjectObject Division Of Labour Outcome Community A systemic representation of an educational activity minimal context to analyse the work of a pupil and make it meaningful

80. 80 © VCILT 020604 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

81. 81 © VCILT 020604 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)

82. 82 © VCILT 020604 in conclusion... SHARED RESOURCES Rules Technologies Community Subject

83. 83 © VCILT 020604 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 ]

84. 84 © VCILT 020604 [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. 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. 86 © VCILT 020604 7 The student as a creative writer: global replace « teacher » with « student » What happened to the students ? Where are the students ?

87. 87 © VCILT 020604 Ex activitity Construire ensemble un glossaire Construire ensemble une base de ressources Hierarchiser cette base de ressources Expansive learning (analyser un projet, reifier les etapes, quels outils ?,