1. The document discusses the potential innovative impact of information and communication technologies (ICT) and computer science in education.
2. It presents STEF, a research unit that examines how science, technology, education and society intersect, and how ICT can reconfigure science and technology curricula.
3. The document considers how ICT may disrupt traditional schooling models and enable new forms of personalized, interactive learning anywhere and anytime through connected devices.
How mobile technology can work for teachers and trainersniall
Addresses the inadequacies of codified approaches to teacher training. Notes the unfortunate potential for current approaches to mobile learning to entrench structural inequality. Presents pragmatic ways forward to address this in light of the post-2015 agenda.
How mobile technology can work for teachers and trainersniall
Addresses the inadequacies of codified approaches to teacher training. Notes the unfortunate potential for current approaches to mobile learning to entrench structural inequality. Presents pragmatic ways forward to address this in light of the post-2015 agenda.
Missing opportunities of digitalisation for teaching and learningDominic Orr
Presentation at the conference: The New Student: Flexible Learning Paths and Future Learning Environments
Higher Education Expert Conference 20-21 September 2018, Vienna
Impact of Technology and Globality in Engineering EducationManuel Castro
This invited presentation during REV 2015 in Bangkok will show how new global activities and technology are impacting Engineering Education. New ways of teaching, such as MOOCs and blended learning, as well as different kinds of learning analytics, assessment and engagement will be analyzed and connected. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA, USA and other reference countries and continents. This evolution is driving us to blended learning and jumping to open education (OCW and MOOCs) caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in longlife learning. Manuel Castro, Past President Jr of IEEE Education Society and UNED Head of Department
From the Personal Smart Cities to the Smart Education, a Journey for AcademyManuel Castro
Keynote of Martin Llamas (University of Vigo) and Manuel Castro (UNED) in Ucami 2019, December 2nd to 5th in Toledo, Spain, about " From the Personal Smart Cities to the Smart Education, a Journey for Academy"
http://mamilab.esi.uclm.es/ucami2019/keynotes.html
The concept of Smart is gaining new areas and new topics as is spreading around all actions in our daily life. Smart Cities are one of the "oldest" terms but the new vision of the Personal Smart Cities are increasing the focus on the living aspects of the intelligence around us. Ubiquitous and smart intelligence are converging paradigms to feed machine and deep learning algorithms bringing support and exploiting big data and analytics to improve the efficiency of our technological systems and to have a better quality on our lives. Ambient Intelligence is one of the sources of the Smart Learning and Smart Education, where methodology goes hand-to-hand with technology, sensors, equipments and new learning views where the open aspects (open learning, lo, ocw, moocs, etc.) are having a more important role as well as are increasing the connection on our social networks and the life-long learning paradigm that is converging with our future
From Global Education Futures towards Protopia Lab movementPavel Luksha
From Global Education Futures towards Protopia Lab movement: collectively developing global educational ecosystem. Description of the first steps of launch of international movement of systemic educational innovators (Fall 2016)
Education and Technology, Synergies and on-going ActivitiesManuel Castro
Distinguished IEEE Education Society presented by Manuel Castro, IEEE Fellow, on a webinar of the Portuguese Chapter of IEEE Education Society in May, 2019 (http://sites.ieee.org/portugal-es/home/2019-webinar-cycle/)
A presentation on how realistic it is, to integrate ICT into an Irish Classroom using the NCCA's (National Council for Curriculum and Assessment) ICT framework.
There are also some pointers to digital content.
Practical Competences in a Changing World New Learning Technologies in Renewa...Manuel Castro
Our world is in continuous change, and inside the Engineering Education arena we saw those changes arising mainly in the last 10 years. Teaching methodologies are evolving such as remote and virtual laboratories, MOOCs and blended learning, among others like learning analytics, assessment and engagement, they will be analyzed and connected. Those activities and learning technologies are impacting Renewable Energies Engineering Education as part of the Engineering areas. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA as changes followed by other areas like Middle East and North Africa. This evolution is a key driving factor towards blended learning and jumping to open education (OCW and MOOCs) which are caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in life-long learning
Missing opportunities of digitalisation for teaching and learningDominic Orr
Presentation at the conference: The New Student: Flexible Learning Paths and Future Learning Environments
Higher Education Expert Conference 20-21 September 2018, Vienna
Impact of Technology and Globality in Engineering EducationManuel Castro
This invited presentation during REV 2015 in Bangkok will show how new global activities and technology are impacting Engineering Education. New ways of teaching, such as MOOCs and blended learning, as well as different kinds of learning analytics, assessment and engagement will be analyzed and connected. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA, USA and other reference countries and continents. This evolution is driving us to blended learning and jumping to open education (OCW and MOOCs) caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in longlife learning. Manuel Castro, Past President Jr of IEEE Education Society and UNED Head of Department
From the Personal Smart Cities to the Smart Education, a Journey for AcademyManuel Castro
Keynote of Martin Llamas (University of Vigo) and Manuel Castro (UNED) in Ucami 2019, December 2nd to 5th in Toledo, Spain, about " From the Personal Smart Cities to the Smart Education, a Journey for Academy"
http://mamilab.esi.uclm.es/ucami2019/keynotes.html
The concept of Smart is gaining new areas and new topics as is spreading around all actions in our daily life. Smart Cities are one of the "oldest" terms but the new vision of the Personal Smart Cities are increasing the focus on the living aspects of the intelligence around us. Ubiquitous and smart intelligence are converging paradigms to feed machine and deep learning algorithms bringing support and exploiting big data and analytics to improve the efficiency of our technological systems and to have a better quality on our lives. Ambient Intelligence is one of the sources of the Smart Learning and Smart Education, where methodology goes hand-to-hand with technology, sensors, equipments and new learning views where the open aspects (open learning, lo, ocw, moocs, etc.) are having a more important role as well as are increasing the connection on our social networks and the life-long learning paradigm that is converging with our future
From Global Education Futures towards Protopia Lab movementPavel Luksha
From Global Education Futures towards Protopia Lab movement: collectively developing global educational ecosystem. Description of the first steps of launch of international movement of systemic educational innovators (Fall 2016)
Education and Technology, Synergies and on-going ActivitiesManuel Castro
Distinguished IEEE Education Society presented by Manuel Castro, IEEE Fellow, on a webinar of the Portuguese Chapter of IEEE Education Society in May, 2019 (http://sites.ieee.org/portugal-es/home/2019-webinar-cycle/)
A presentation on how realistic it is, to integrate ICT into an Irish Classroom using the NCCA's (National Council for Curriculum and Assessment) ICT framework.
There are also some pointers to digital content.
Practical Competences in a Changing World New Learning Technologies in Renewa...Manuel Castro
Our world is in continuous change, and inside the Engineering Education arena we saw those changes arising mainly in the last 10 years. Teaching methodologies are evolving such as remote and virtual laboratories, MOOCs and blended learning, among others like learning analytics, assessment and engagement, they will be analyzed and connected. Those activities and learning technologies are impacting Renewable Energies Engineering Education as part of the Engineering areas. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA as changes followed by other areas like Middle East and North Africa. This evolution is a key driving factor towards blended learning and jumping to open education (OCW and MOOCs) which are caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in life-long learning
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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48077110 - Copy.ppt
1. Unité Mixte de Recherche - Sciences Techniques Éducation Formation
ECOLE NORMALE SUPERIEURE DE CACHAN
61, avenue du Président Wilson 94235 Cachan Cedex - Tel. : 33 1 47 40 20 00 - http://www.stef.ens-cachan.fr
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
23-24 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
STEF
Contemporary
Sciences
Technologies
Education
Formation
formal
non formal
Society
Expertise ?
Institutions, communities,
professions
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 19e 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
Stream 1
Reconfiguration of
S & T curriculum s:
prescribed and
produced curriculums
Evolution of teaching
specialities
STEF
Contemporary
Sciences
Technologies
Education
Formation
formal
non formal
Society
Expertise ?
Institutions, communities,
professions
• EIST (Integrated teaching of science and technology
•Learning stages and competences (paliers d’apprentissage,
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
Stream 2
Educative and cultural
Implications of
technoscientific
mutations
Developmental and
environmental issues
STEF
Contemporary
Sciences
Technologies
Education
Formation
formal
non formal
Society
Expertise ?
Institutions, communities,
professions
•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
Stream 3
Information culture
and inform ation
technologies :
didactical issues
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:
– LIMIN’R: 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 http://prea2k30.risc.cnrs.fr/
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 EDU’SUMMIT 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, 45000 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 Robida’s 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 world’s 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)
http://sticef.univ-lemans.fr/num/vol2006/wallet-
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 300.000 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 Goody’s 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