Multilingualism and cultural pluralism are key competencies for developing global citizenship in the 21st century. Schools must educate students to be responsible participants in an increasingly diverse and interconnected world. This requires developing students' functional literacy with technology, media literacy, and cultural understanding to interact respectfully with those from different backgrounds. International collaborative learning projects can help students learn about other cultures while developing important social and communication skills for bridging differences in a global society.

2. Multilingualism & Pluriculturalism:
Key E-competences For Global
Citizenship
THE 27TH CONFERENCE OF THE
EUROPEAN SCHOOLS PROJECT ASSOCIATION
Educating Global Citizens through meeting
innovative ICT and Social Media

3. Henk Sligte
University of Amsterdam
Kohnstamm Institute for Educational Research
Henk.Sligte@UvA.NL
http://kohnstamminstituut.uva.nl/htm/english.htm
The Skinny Bridge Amsterdam 1840 AD

4. Kohnstamm Institute
• Knowledge and research centre in the field
of education, child rearing and child welfare
• Research in all educational sectors: from
early childhood to universities
• Improving opportunities for children and
young people and improving the quality of
educational systems
• ICT in education & Technology Enhanced
Learning one of the research themes

5. My passion since 25++ years
• Innovation of education
• And then especially (secondary) schools
• And then especially using technology
• From the viewpoint of the educational
researcher, not from the perspective of
technology developer
• ICT for improving learning, making ‘new’
learning possible, make schools better
places
ESP

6. Industrial paradigm?
1985: SOS of the SOS
Save Our Schools of the Sick Organisation
Syndrome
• Insulitis: the island disease (time, content,
closed classrooms)
• Technophobia: the fear for and avoidance of
technology
 Building bridges between the islands using
technology
 For what kind of society do we educate our
children?

7. Amsterdam - Telegraph Creek
1987
Two schools
Geography 6 teachers
English Language 80 pupils
One of the first experiments in the world
Pre-Internet TELETRIP Conversation Theory

8. International CSCL Projects
Making meaningful connections (bridges) between:
• Pupils, Teachers, Schools, Cultures, Glocal learning
Put clear subjects central for collaborative learning
• Make sure pupils can have interesting conversations
on the subjects: see The Image of the Other
Use Mutual foreign languages: everyone learns
Use different (common) forms and tools of ICT and
(social) Media:
• Asynchronous (e-mail etc)
• Synchronous (chat, videoconferencing etc)
• Integrated in environments (3D, Moodle etc)
Learning from and with the Other

9. 5th place Enhance our body: Google Glass
Direct into the brain
2,4 billion persons (of the 7 billion)
Trend: Mobile ++
MOOC
Augmented Reality
Symbiotic network of persons, computers and ‘things’ (car, house)
Reflect critically on what you see, read and hear

10. Challenges for the school
1) Schools need continuous (ICT) innovation to
keep in pace with the evolving global e-society
2) Schools need to remain/become high quality
places young people like to be in for learning:
every student’s diverse talents need
recognition and development
3) Schools need to educate young people for
responsible participants in society: different
and (partly) new literacies and competences
for participation in society
 The theme of this speech

11. Schools cannot do everything
• Only 20% of difference in pupil
achievements can be explained by school
factors (even less in urban areas)
• 80% explained by background factors of
pupils:
– Home environment/peer group
– Learned Intelligence and Background Knowledge
– Student Motivation
• Robert Marzano ‘What Works in Schools’
based on 35 years of educational research

12. What is talent?
• Innate, is the genes? Learned?
• Something that is given (Mattheus)
 Gift – Giftedness
 Don’t let it rest– develop it
• Secret of excellence
 Deliberate practice
 Practice, 10.000 hours
 Motivation
 Talent, excellence as relative concept
 A complex concept

14. Gardner
• Verbal-linguistic
• Musical-rithmic
• Intrapersonal
• Interpersonal
• Kinesthetic
• Visual-spatial Ken
• Logic-Mathematical Robinson: do
• Naturalistic-ecologic schools kill
 More than IQ and creativity?
cognition alone TED

15. Multilingualism
Pluriculturalism
E-competences
for
Global
Citizenship

16. Glocal citizenship….
• The world as a global village
– How to relate with our neighbours in the village?
• Citizenship:
– Democracy: a way to bring together different views
and interests and to peacefully come to solutions
– Participation: showing responsibility for one’s living
environment by contributing to its quality
– Identity: norms and values from which a person
acts in public space; what ideals, what priorities?
• Local: diversity but limited
• Global: enormous diversity….

17. Social relations
• ‘Glue’ in society depends on the quality of
social relations between individuals and groups
• Social relations are both the result and the
source of the development of an individual
• Outcomes of interactions are integrated as
experiences or knowledge ->learning
• This learning process needs to continue by
actively seeking new information or (human)
resources: we need to be(come) literate
• The resources are local and, increasingly,
distant: have to learn new forms of literacy

18. Four pillars of learning
• Learning to know
• Learning to do
• Learning to be
• Learning to live together
(http://www.unesco.org/delors/)
• Developing six stages of competency
(Richardson (2003) Developing Sustainable Ties in the
Information Society: Social Aspects of ICT in Learning)
Competence: combinations of knowledge, skills,
attitudes (norms, values) + the ability to reflect
upon all these aspects

19. Types of literacy
& competence
1. Functional literacy
• Read, write, calculate: fundamental
communication tools; (de)code information
• Create images of the world without its presence
2. Technical literacy
• Use ICT to interact (non)verbally with others
• Essential building block for adapting to
evolution (as technology continously develops)
 Understand the direct and indirect world
 Learning to know and learning to do

20. Aoccdrnig to
rscheearch at
Cmabrigde uinervtisy,
it deosn’t mttaer waht
oredr the ltteers in a
wrod are

21. Types of literacy
& competence
3. Audio-visual competence
– Critically judge the non-interactive strong &
constant stream of audio/visual-messages
– What’s behind: school as ‘living laboratory’ or
playground to be aware and to reflect upon
4. Media competence
– Not to understand the package but the content
and impact/use media
– Navigate the labyrinth, judge what is
meaningful
• Competences to be developed throughout
life
• Delors: Learning to be

22. SMS
My smmr hols wr CWOT.
B4, we usd 2go2 NY 2c my bro,
his GF & thr 3 kids.
ILNY, it’s a gr8 plc
Understand Social Media
From pupil & teacher perspective

23. Types of literacy
& competence
5. Social competence
• Sound understanding of norms, values, rights,
responsibilities
• Choice to comply or not
• Become autonomous, understand ourselves
6. Cultural literacy & competence
– Culmination: contextualize information,
openness and curiosity to integrate cultural
experience of the Other into one’s learning
Integrate new learning that continually modifies
our Image of the world through meta-cognition
• Learning to live together

24. Learning to Bridge
the World’s Cultures
• Starts with curiosity, wanting to learn & openness
• Stages of understanding related to the types of
literacy and competences
• Important role for parents and educators, but:
lifelong competence development necessary
• Understand the ‘other’ language
• Understand the ‘cultural’ differences: accept, be
generous, with own knowledge of self and one’s
own & other culture
• Interact for creating consensual knowledge
• Bridging Intercultural Diversity through Global
Learning Projects (ESP)

25. Research needed
• Factors that influence learning (outcomes)
when doing international CSCL-projects??
• Evaluate your projects from the start
• Do it together with your students, and with
your partners abroad
• Focus on the process & on the outcomes
• Compare: are learning outcomes better than
in ‘normal’ lesson activities???
• Document it for others to learn from you.

26. http://ec.europa.eu/education/more-information/docs/impact_study_etwinning_2013_en.pdf

27. http://blogs.ec.europa.eu/openeducation2030/

28. NL-Agenda Secondary
Education

29. Brain and cognition
• Early development is not sign of giftedness
• In secondary education: brain still very much in
development
• Especially metacognitive (executive) skills limited
• Connection between intelligence and maturation
of the frontal cortex
• The more intelligent the pupil, the later the
maturation
• Possibly: at 14 behind; at 18 ahead
• Room in schools for individual attunement to
biological factors needed

30. FINISHED FILES ARE THE RE-
SULT OF YEARS OF SCIENTIF-
IC STUDY COMBINED WITH
EXPERIENCE OF YEARS

31. Count the White Passes in silence!

32. The Mind Once
Expanded to
the Dimensions
of Larger Ideas
Never returns to
its Original Size

33. ????

34. Have a Very Nice Conference
hsligte@kohnstamm.uva.nl