1 Being a Teacher in the Knowledge Society Prof. Bernard CORNU (INRP, CNED-EIFAD, France)

2 Information: Facts, comments, opinions, expressed through words, images, sounds... It can be stored, circulated... Knowledge: The output of the reconstruction of information by a person, according to his/her history and context. It depends on the person. Information can be transmitted, Knowledge must be acquired, constructed. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

3 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 should bring justice, solidarity, democracy, peace... A society in which knowledge could be a force for changing society. A society which should provide universal and equitable access to information (UNESCO). 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

4 Integrating ICT in order to build the Knowledge Society: Learning to know ICT and Knowledge, accessing Knowledge Learning to do New capacities, do through ICT Learning to live together New communication, the « e-citizen » Learning to be … in the knowledge society; personal development 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

5 ICT change knowledge itself: Each discipline, its concepts, processes, methods, resources available… The Knowledge Society needs new kinds of Knowledge, that cannot reduce to traditional disciplines 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

6 disciplines transverse knowledge complex knowledge An example: Edgar Morin (Seven complex lessons in education for the future) 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

7 1. Detecting error and illusion: Teach the weaknesses of knowledge: what is human knowledge? 2. Principles of pertinent knowledge: Consider the objects of knowledge in their context, in their complexity, in their whole. 3. Teaching the human condition: the unity and the complexity of human nature. 4. Earth identity: Teach the history of the planetary era, teach the solidarity between all the parts of the world. 5. Confronting uncertainties: Teach the uncertainties in physics, in biology, in history… 6. Understanding each other: Teach mutual understanding between human beings. And teach what misunderstanding is. 7. Ethics for the human genre: Teach the ethics of humanity preparing citizens of the world. 1. Detecting error and illusion: Teach the weaknesses of knowledge: what is human knowledge? 2. Principles of pertinent knowledge: Consider the objects of knowledge in their context, in their complexity, in their whole. 3. Teaching the human condition: the unity and the complexity of human nature. 4. Earth identity: Teach the history of the planetary era, teach the solidarity between all the parts of the world. 5. Confronting uncertainties: Teach the uncertainties in physics, in biology, in history… 6. Understanding each other: Teach mutual understanding between human beings. And teach what misunderstanding is. 7. Ethics for the human genre: Teach the ethics of humanity preparing citizens of the world. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society (Edgar Morin)

8 From chain to pyramid and to network.. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

9 Network: - Nodes (information, people, knowledge, …) and edges (links…) - Complexity - The « world wide web » - Several paths from one node to another - Interactive, evolutive - Sub-networks, network of networks... - Circulate in a network - Changes in hierarchies 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

10 Communication: one to one one to all (media) all to all From hierarchical communication to networked communication New kinds of hierarchies… 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

11 Education in a networked society Education needs networks of knowledge The links (the edges): contribute to the elaboration and acquisition of Knowledge 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

12 Education in a networked society Take into account: new knowledge access to knowledge communication in a network new teaching, new learning new tools, new resources, new pedagogies new space and time new teaching profession 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

13 Individual / collective intelligence and capacities …the networked society needs and reinforces a collective intelligence. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

14 Internet is mainly a tool, the more recent we found for perfecting our intelligence through cooperation and exchange… The true revolution of Internet is not at all a revolution of machines, but of communication between human beings… Internet enhances our capacity for collective learning and intelligence… Each community realises that it is one of the dimensions of the production of human sense… Internet forces us to experiment new ways of being together… The ethics of collective intelligence, consisting in interlacing different points of view… (Pierre LEVY, 2000) Internet is mainly a tool, the more recent we found for perfecting our intelligence through cooperation and exchange… The true revolution of Internet is not at all a revolution of machines, but of communication between human beings… Internet enhances our capacity for collective learning and intelligence… Each community realises that it is one of the dimensions of the production of human sense… Internet forces us to experiment new ways of being together… The ethics of collective intelligence, consisting in interlacing different points of view… (Pierre LEVY, 2000) 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

15 Collaborative work Virtual communities communication collaboration collective learning collective competencies collective memory collective intelligence … intelligent systems management 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

16 An aim for education: build a collective intelligence; a role for Teachers. The (open) classroom is the first place where collective intelligence can be built and used. Develop collective intelligence of pupils Develop the capacity for collaborative work Use collaborative work 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

17 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

18 e-Learning from "CAL" to distance-learning then 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 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

19 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society The school of the future… The OECD scenarios “Schooling for tomorrow: what Schools for the future?”, CERI, OECD, 2001 "status-quo" extrapolated 1. Robust bureaucratic school systems 2. Extending the market model “re-schooling” 3. Schools as core social centres 4. Schools as focused learning organisations “de-schooling” 5. Learner networks and the network society 6. Teacher exodus - the meltdown scenario

20 OECD scenarios Variables and commands: Attitude and expectation towards schools Mission and objectives of schools Organization and structures Geopolitical dimension Teachers 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

21 New competences for Teachers: teaching in the knowledge society teaching in the networked society developing a collective intelligence Technology new pedagogical possibilities new management of time and space new knowledge new networked form of knowledge new expectations of Society 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

22 Ethical competences ICT and "Education for all" Digital divide and divides in education globalization commercialisation of education property rights, cyber-crime, privacy Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

23 ICT confirm the essential and core role of the teacher: be the MEDIATOR between knowledge and the student …the face-to-face relationship between the teacher and the pupil remains essential The human dimension of teaching supported and enhanced by technology 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

24 « Always more… » or core competences? A collective Competence (a team profession; ability for cooperative working, collective intelligence) An evolutive Competence (Lifelong Training; Permanent competence to acquire new competences). Diversity of competences; ability for diversity. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

25 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society Common European Principles for Teacher Competences and Qualifications (2005) Common Principles: a well-qualified profession a profession placed within the context of lifelong learning a mobile profession a profession based on partnerships

26 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society Common European Principles for Teacher Competences and Qualifications (2005) Making it work: the key competences: Work with others Work with knowledge, technology and information Work with and in society

27 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society Common European Principles for Teacher Competences and Qualifications (2005) Making it work: the key competences: Work with others … individually and collectively, building a « collective intelligence » Work with knowledge, technology and information … networked knowledge, complex knowledge, in the Knowledge Society Work with and in society … social, political, ethical responsibility

28 As educators, we want not only an Information Society, but a Knowledge Society, enabling all children and all people to access Knowledge and to benefit from being educated. Education is a key issue in the Knowledge Society, and Educators have a major mission. Particularly, it is the responsibility of all educators and decision-makers around the world to help developing countries take part in the developments of ICT in Education. Six major areas will shape a beneficial use of ICT in Education: THE STELLENBOSCH DECLARATION ICT IN EDUCATION: MAKE IT WORK (IFIP, Stellenbosch, South Africa, July 2005)

29 1. DIGITAL SOLIDARITY In the field of Education, ICT should help develop “Digital Solidarity”. This requires strong and joint actions of all stakeholders to guarantee the right of participation in the digital society for all students in the world. We recommend a Digital Solidarity Action, that will define as the most important aim for the next five years, that every child in the world has access to a digital information and communication infrastructure. THE STELLENBOSCH DECLARATION ICT IN EDUCATION: MAKE IT WORK (IFIP, Stellenbosch, South Africa, July 2005)

30 2. LEARNERS AND LIFELONG LEARNING In the Knowledge Society, every learner is a lifelong learner. The content and the methods of initial education must take into account preparation for lifelong learning. ICT is a key tool for developing lifelong learning. The development of lifelong learning needs an integration of education into the real world - ICT should be used for this purpose. Lifelong learning must be encouraged in all countries, as a tool for reducing the Digital Divide. THE STELLENBOSCH DECLARATION ICT IN EDUCATION: MAKE IT WORK (IFIP, Stellenbosch, South Africa, July 2005)

31 3. DECISION-MAKING STRATEGIES In order to help decision-makers and to make decisions meet the real needs, bridging research, practice, experimentation, innovation with decision-making is essential. Decision-makers should make better use of the experience of Practitioners and the findings of Researchers. In turn, Practitioners and Researchers should make their findings and results more visible and usable for the Decision-makers. Educators and researchers should help in elaborating a vision and making it explicit. THE STELLENBOSCH DECLARATION ICT IN EDUCATION: MAKE IT WORK (IFIP, Stellenbosch, South Africa, July 2005)

32 4. NETWORKING The Knowledge Society is networked. Networks in Education offer many ways to access knowledge, offer many possibilities for networking people and developing collaborative work and enhancing the “collective intelligence”. There is a need to develop networks and to involve all countries, particularly developing countries, in the education networks. Help in making real this sentence of an African child: “I am a child of Africa and a citizen of the world”. THE STELLENBOSCH DECLARATION ICT IN EDUCATION: MAKE IT WORK (IFIP, Stellenbosch, South Africa, July 2005)

33 5. RESEARCH The development of ICT-based education and training processes is a growing reality. There is therefore a need to continue research work on the development of these technologies and their applications. A certain realignment of research priorities is necessary: Bridging the gap between technology and pedagogy; development of solid theoretical frameworks; development of an understanding of the use and the effects of ICT in Education; finding an appropriate balance between fundamental, applied, and development research as well as between public research and research made by the private sector. The output of research should be made widely available, as open source, for improving practice, decision-making, and resources development. THE STELLENBOSCH DECLARATION ICT IN EDUCATION: MAKE IT WORK (IFIP, Stellenbosch, South Africa, July 2005)

34 6.TEACHERS Being a teacher in the Knowledge Society requires new specific competencies: a teacher has to deal with new knowledge, new ways for accessing knowledge; with a networked world and with new types of co- operation and collaboration; with a society in which knowledge plays a crucial role; with lifelong learning. Teachers are the key agents in the education system. It is our common responsibility to help all countries to train and recruit teachers, and to involve all teachers in international networks. ICT changes teaching and learning, but technology is not the main issue. “Technology matters, but good teachers and good teaching, matter more”. THE STELLENBOSCH DECLARATION ICT IN EDUCATION: MAKE IT WORK (IFIP, Stellenbosch, South Africa, July 2005)

35 Thank you…