Presentation is loading. Please wait.

Presentation is loading. Please wait.

Unité Mixte de Recherche - Sciences Techniques Éducation Formation ECOLE NORMALE SUPERIEURE DE CACHAN 61, avenue du Président Wilson 94235 Cachan Cedex.

Similar presentations


Presentation on theme: "Unité Mixte de Recherche - Sciences Techniques Éducation Formation ECOLE NORMALE SUPERIEURE DE CACHAN 61, avenue du Président Wilson 94235 Cachan Cedex."— Presentation transcript:

1 Unité Mixte de Recherche - Sciences Techniques Éducation Formation ECOLE NORMALE SUPERIEURE DE CACHAN 61, avenue du Président Wilson Cachan Cedex - Tel. : Potential innovative impact of ICT and computer science in education Education for Innovation: the Role of Arts and STEM Education Eric BRUILLARD, STEF, ENS Cachan – IFÉ – UniverSud OECD / France workshop May 2011

2 2 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 End of the industrial model?

3 3 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Presentation of STEF

4 4 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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

5 5 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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 19 e century to be modified Links to elaborate with professions

6 6 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 EIST (Integrated teaching of science and technology Learning stages and competences (paliers dapprentissage, socle commun) Evolution of teaching disciplinary identities Coordination to make learn with several teachers

7 7 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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

8 8 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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

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

10 10 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Current projects: –LIMINR: 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

11 11 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 ICT in classrooms A huge literature devoted to the impact of ICT in classrooms –90% to be thrown out –No consistent results –See EDUSUMMIT 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

12 12 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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, students In 2009, more than 3 millions

13 13 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Future of the school system 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. 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.

14 14 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 ICT for education Some up to date (very modern) words: –Personalization –Interactivity –Extend education: any place, any time with seamless devices

15 15 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Example From the 19th century until now From electric life to smart life, what has changed?

16 16 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Albert Robida (1892). The 20th century, the electric life (Wallet, 2006)

17 17 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Seoul Subway Service not provided by institution: Personal objects. Advertisements, security messages… What about the news? (Not consulted in Robidas picture) For doing what? Learning ?

18 18 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 A global world newspaper? Metro is the worlds 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?

19 19 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 ICT, renewing schools?

20 20 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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) 03/sticef_2006_wallet_03.htm

21 21 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Private / public school Beyond 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 and 1 million in Japan

22 22 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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)…

23 23 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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

24 24 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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?

25 25 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Advertisement, Rank audio visual, 1966

26 26 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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

27 27 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Towards a new school system? But other stories

28 28 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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

29 29 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Tables and internet A table structure, links via internet… Towards a new collective writing, continuing Jack Goodys 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

30 30 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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

31 31 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 New trends Communication, Facebook… –New youth culture in several years? Geo localization Internet of things Digital fabrication –Cutting printers –3D printers

32 32 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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

33 33 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 Yang Zhao –Invent a job, not find a job: –Students as Global Entrepreneurs

34 34 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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)

35 35 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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

36 36 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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?

37 37 Unité Mixte de Recherche - Sciences Techniques Éducation Formation Éric Bruillard– Education for Innovation, OCDE, May 2011 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


Download ppt "Unité Mixte de Recherche - Sciences Techniques Éducation Formation ECOLE NORMALE SUPERIEURE DE CACHAN 61, avenue du Président Wilson 94235 Cachan Cedex."

Similar presentations


Ads by Google