2. 1 Being a Teacher in the Knowledge Society Prof. Bernard CORNU (INRP, France) 1st ELFE Conference, Brussels, 22 November 2004 INSTITUT NATIONAL DE RECHERCHE PEDAGOGIQUE

3. 2 Information and Communication Technologies (ICT): Not only a tool to improve teaching and learning but profound changes in Society, in Education, in Knowledge, in accessing Knowledge, in the Teaching Profession

4. 3 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. 4 Digitalized information: « 0 » and « 1 » We have moved from computers and computer science… … and from communication technologies … to ICT and networks IT: process CT: transport moving, interactive, multimedia, hypermedia ICT 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. 5 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. 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. 6 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. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

8. 7 Information can be transmitted, knowledge must be acquired, constructed. Integrating ICT in order to build the knowledge 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

9. 8 The four pillars of Education : Learning to know Learning to do Learning to live together, learning to live with others Learning to be The four pillars of Education : Learning to know Learning to do Learning to live together, learning to live with others Learning to be (Jacques DELORS, 1996) 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. 9 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

11. 10 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

12. 11 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

13. 12 1. Detecting error and illusion: Teach the weaknesses of knowledge: what is human knowledge? Teach its errors, its illusions; Teach to know what to know is! 2. Principles of pertinent knowledge: One must be able to take into account global and fundamental problems, in which partial and local knowledge will then be used. The knowledge cannot be split into disciplines. One must be able to consider the objects of knowledge in their context, in their complexity, in their whole. 1. Detecting error and illusion: Teach the weaknesses of knowledge: what is human knowledge? Teach its errors, its illusions; Teach to know what to know is! 2. Principles of pertinent knowledge: One must be able to take into account global and fundamental problems, in which partial and local knowledge will then be used. The knowledge cannot be split into disciplines. One must be able to consider the objects of knowledge in their context, in their complexity, in their whole. 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. 13 3. Teaching the human condition: Teach the unity and the complexity of human nature. This needs input from biology, from human sciences, from literature, from philosophy. Teach the relationship between the unity and the diversity of what is human. 4. Earth identity: Teach knowledge at a worldwide level. Teach the history of the planetary era, teach the solidarity between all the parts of the world. 3. Teaching the human condition: Teach the unity and the complexity of human nature. This needs input from biology, from human sciences, from literature, from philosophy. Teach the relationship between the unity and the diversity of what is human. 4. Earth identity: Teach knowledge at a worldwide level. Teach the history of the planetary era, teach the solidarity between all the parts 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

15. 14 5. Confronting uncertainties: Sciences have established a lot of certainties, but they also have revealed many uncertainties. Teach the uncertainties in physics, in biology, in history. 6. Understanding each other: Teach understanding; understanding in all its meanings, mutual understanding between human beings. And teach what misunderstanding is. It is a crucial basis for peace education. 7. Ethics for the human genre: Teach the world. Teach the ethics of humanity preparing citizens of the world. Teach how democracy relates to the mutual control between society and individuals. 5. Confronting uncertainties: Sciences have established a lot of certainties, but they also have revealed many uncertainties. Teach the uncertainties in physics, in biology, in history. 6. Understanding each other: Teach understanding; understanding in all its meanings, mutual understanding between human beings. And teach what misunderstanding is. It is a crucial basis for peace education. 7. Ethics for the human genre: Teach the world. Teach the ethics of humanity preparing citizens of the world. Teach how democracy relates to the mutual control between society and individuals. 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. 15 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

17. 16 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

18. 17 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

19. 18 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

20. 19 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

21. 20 ICT change the way one can access knowledge. - find appropriate paths in complex networks. - validate the knowledge found - find appropriate knowledge A major role for the Teacher: help the pupils circulate in the network 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

22. 21 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

23. 22 Example: ants Building bridges Transporting heavy loads Finding the shortest way Regulating the temperature Stigmergy: indirect communication through the environment 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. 23 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

25. 24 Collaborative work Virtual communities Semantic web communication collaboration collective learning collective competencies collective memory 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

26. 25 An aim for education: build a collective intelligence; a role for Teachers. The 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

27. 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

28. 27 Time / Space eLearning Blended Learning 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

29. 28 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

30. 29 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" 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

31. 30 OECD scenarios / "status-quo" extrapolated 1. Robust bureaucratic school systems status-quo, bureaucracy, uniformity, resistance to change ICT: used, but not integrated ICT may lead to the end of the "status-quo" (together with the lack of 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

32. 31 OECD scenarios / "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 training ICT exploited ICT and competition 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

33. 32 OECD scenarios / 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 school ICT: a tool for citizenship 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

34. 33 OECD scenarios / re-schooling 4. Schools as focused learning organisations (centred on « knowledge » rather than « society »), competence development; innovation; research and development ICT widely exploited ICT integrated in teaching and learning ICT: a tool for learning, analysis, communication 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

35. 34 OECD scenarios / de-schooling 5. Learner networks and the network society dissatisfaction of school systems, cooperative networks, home schooling, no reliance on teachers ICT for networking ICT and independency from time and space 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

36. 35 OECD scenarios / de-schooling 6. Teacher exodus - the meltdown scenario School systems disintegrated, status-quo + lack of teachers ICT to replace teachers Companies involved in ICT in education 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

37. 36 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

38. 37 New competences 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

39. 38 Ethical competences ICT and "Education for all" Digital divide and divides in education globalization commercialisation of education property rights, cyber-crime, privacy... 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

40. 39 Expectations of the 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

41. 40 Teachers have two major roles: - Forming citizens in a world marked by change and dominated by the ephemeral; transmit the basic values of society and the universal values of humanity. - Instilling knowledge, when knowledge has changed and accessing knowledge has changed. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

42. 41 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

43. 42 « 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

44. 43 Teacher… more and more a profession! A profession that needs a professional training, a higher education research based initial training. Competences in the framework of Life Long Learning. A permanent professional development, in partnership with the actors of Education and Schools. 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

45. 44 Competences for working with Knowledge … networked knowledge, complex knowledge, in the Knowledge Society Competences for working with Human Beings … individually and collectively, building a « collective intelligence » Competences for working in the Society … social, political, ethical responsibility A profession of intellectual freedom 1. Knowledge Society 2. Networked Society 3. Collective Intelligence 4. The school in the Knowledge Society 5. Being a Teacher in the Knowledge Society

46. 45 - ICT have first EMERGED as new concepts, new tools, new resources - APPLYING ICT to teaching - INTEGRATION of ICT into education - TRANSFORMATION of education Conclusion…

47. 46 ICT can no longer be simply considered as tools for improving teaching and learning; a profound transformation has started, towards the Knowledge Society. Teachers are the main agents of this transformation. Conclusion…

48. 47 INSTITUT NATIONAL DE RECHERCHE PEDAGOGIQUE Thank you… bernard.cornu@inrp.fr