Closing keynote at the eLene2learn final conference in Barcelona, Oct 11th 2014, reviewing over 10 years of work in European projects by the eLene group.
Presentation in Norway, 2008. ARION Study visit for education specialists and decision makers in the European Union and candidate countries. The first steps leading towards the Tenegen concept.
eTwinning: The Community for schools in Europe - Irene Pateraki, European Sch...Brussels, Belgium
Irene Pateraki, European Schoolnet, prsented eTwinning: The Community for schools in Europe, at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
Presentation in Norway, 2008. ARION Study visit for education specialists and decision makers in the European Union and candidate countries. The first steps leading towards the Tenegen concept.
eTwinning: The Community for schools in Europe - Irene Pateraki, European Sch...Brussels, Belgium
Irene Pateraki, European Schoolnet, prsented eTwinning: The Community for schools in Europe, at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
VIsion, Scenarios, Insights and Recommendations on how ICT may help making lifelong learning a reality for all (VISIR)
The aim of the VISIR network is to contribute to the full exploitation of the potential of ICT to transform and innovate European lifelong learning and to equip European citizens with digital competencies and other key transversal competencies for life and employability in Europe.The project will analyse the existing trends on ICT for learning in Europe and draft a long term vision on the contribution of ICT for transforming education and training systems and catalogue successful ICT-for-learning micro-innovation practices. It will facilitate exchange of ideas and concerns around these practices through the organisation of six transnational seminars connected to major conferences focusing on specific “sectors in change” of ICT-for-learning and through a web2.0 “online showcase”. The project also aims to facilitate the mainstreaming of these practices both towards E&T policy makers and towards learning communities and provide research-grounded recommendations for policy making and for innovative practices large scale scalability and transferability.
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
STEM careers and skills of the future - Anastasiya Boiko, European SchoolnetBrussels, Belgium
Anastasiya Boiko, European Schoolnet, presented STEM careers and skills of the future at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
EDUBADGES - Broader rationale of establishing SURF edubadgesFrans Ward
Presentation held at the DAAD Seminar 1 July 2021:
Micro-credentials in the EHEA
Small Learning Units – Big Opportunities?
Presentation of SURF edubadges
• broader rationale of establishing SURF edubadges (recognition of learning outcomes, lifelong learning, increasing flexibility and learner-centricity)
Presentation of discussion panel during EMOOCs2016 conference on latest survey HOME project compared to other research. Several independent studies have been conducted about why institutions are investing in MOOCs and open education. During this discussion session, the results of some recent studies are presented. The data suggest significant differences between US and Europe and even between European countries. This difference will be discussed and in addition the possible implications for a (collective) European answer.
Yes, I can! ICT and ICT-AT skills development for all - Final SYMPOSIUM of th...Karel Van Isacker
Two complementary European lifelong learning projects (ViPi -Virtual Portal for Interaction and ICT Training for People with Disabilities- focuses on the development of skills in ICT for (young) adults with disabilities and ATLEC - Assistive Technology Learning Through A Unified Curriculum- focuses on skills and competences in ICT based Assistive Technologies) will present their outcomes within a wider framework of learning, employment and independent living for people with disabilities in a final Symposium on 4 December 2013.
The Symposium has a twofold aim: raising awareness among gatekeepers and policy makers on the need for ICT and ICT based AT (assistive technology) training on the one hand, and on the other hand providing concrete curricula, training material, pedagogical methods and tools which were produced by the projects, and which further equal opportunities and the participation of people with disabilities in learning and employment.
The symposium therefore presents academic and experience-based contributions, while interactivity, dialogue and information exchange is sought with the participants in the different sessions and in the exhibition.
Other relevant projects and experiences are invited to contribute with a poster, leaflets and demonstration material to enrich the exhibition.
The participation of people with disabilities is incentivised by an accessible venue and by accessible presentations.
Target audience
People with disabilities, teachers, trainers, tutors, carers, policy makers, academics, ICT and AT experts and their organisations.
Please consult: http://www.vipi-project.eu & http://www.atlec-project.eu for more information on the projects and for programme updates.
The projects ViPi and ATLEC have been partially funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
VIsion, Scenarios, Insights and Recommendations on how ICT may help making lifelong learning a reality for all (VISIR)
The aim of the VISIR network is to contribute to the full exploitation of the potential of ICT to transform and innovate European lifelong learning and to equip European citizens with digital competencies and other key transversal competencies for life and employability in Europe.The project will analyse the existing trends on ICT for learning in Europe and draft a long term vision on the contribution of ICT for transforming education and training systems and catalogue successful ICT-for-learning micro-innovation practices. It will facilitate exchange of ideas and concerns around these practices through the organisation of six transnational seminars connected to major conferences focusing on specific “sectors in change” of ICT-for-learning and through a web2.0 “online showcase”. The project also aims to facilitate the mainstreaming of these practices both towards E&T policy makers and towards learning communities and provide research-grounded recommendations for policy making and for innovative practices large scale scalability and transferability.
Slides used during webinar on strategies of higher education institutions on open education.
Held on 11 March 2015 during Masterclass "Towards open educational processes and practices"
http://portal.ou.nl/en/web/masterclass-ow-050216/introduction/-/wiki/Main/Programme
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
STEM careers and skills of the future - Anastasiya Boiko, European SchoolnetBrussels, Belgium
Anastasiya Boiko, European Schoolnet, presented STEM careers and skills of the future at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
EDUBADGES - Broader rationale of establishing SURF edubadgesFrans Ward
Presentation held at the DAAD Seminar 1 July 2021:
Micro-credentials in the EHEA
Small Learning Units – Big Opportunities?
Presentation of SURF edubadges
• broader rationale of establishing SURF edubadges (recognition of learning outcomes, lifelong learning, increasing flexibility and learner-centricity)
Presentation of discussion panel during EMOOCs2016 conference on latest survey HOME project compared to other research. Several independent studies have been conducted about why institutions are investing in MOOCs and open education. During this discussion session, the results of some recent studies are presented. The data suggest significant differences between US and Europe and even between European countries. This difference will be discussed and in addition the possible implications for a (collective) European answer.
Yes, I can! ICT and ICT-AT skills development for all - Final SYMPOSIUM of th...Karel Van Isacker
Two complementary European lifelong learning projects (ViPi -Virtual Portal for Interaction and ICT Training for People with Disabilities- focuses on the development of skills in ICT for (young) adults with disabilities and ATLEC - Assistive Technology Learning Through A Unified Curriculum- focuses on skills and competences in ICT based Assistive Technologies) will present their outcomes within a wider framework of learning, employment and independent living for people with disabilities in a final Symposium on 4 December 2013.
The Symposium has a twofold aim: raising awareness among gatekeepers and policy makers on the need for ICT and ICT based AT (assistive technology) training on the one hand, and on the other hand providing concrete curricula, training material, pedagogical methods and tools which were produced by the projects, and which further equal opportunities and the participation of people with disabilities in learning and employment.
The symposium therefore presents academic and experience-based contributions, while interactivity, dialogue and information exchange is sought with the participants in the different sessions and in the exhibition.
Other relevant projects and experiences are invited to contribute with a poster, leaflets and demonstration material to enrich the exhibition.
The participation of people with disabilities is incentivised by an accessible venue and by accessible presentations.
Target audience
People with disabilities, teachers, trainers, tutors, carers, policy makers, academics, ICT and AT experts and their organisations.
Please consult: http://www.vipi-project.eu & http://www.atlec-project.eu for more information on the projects and for programme updates.
The projects ViPi and ATLEC have been partially funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The Open Strategy of TU Delft - 1st international conference of AVUWillem van Valkenburg
Presentation for the First International Conference of the African Virtual University about the Open Strategy of Delft University of Technology on 22nd of November 2013 in Nairobi.
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
eTwinning: Opportunities and Challenges for Transformative Educational Innova...Demetrios G. Sampson
Demetrios G Sampson, eTwinning: Opportunities and Challenges for Transformative Educational Innovations through the Technology-Supported European Schools Collaborations, Invited Speech in 1st National eTwinning Conference, 14-16 November 2014, Patra, Greece [http://conf2014.etwinning.gr/]
Technology-Supported Large-Scale Transformative Innovations for the 21st Cent...Demetrios G. Sampson
Demetrios G Sampson, “Technology-Supported Large-Scale Transformative Innovations for the 21st Century School Education”, International Workshop on the Patterns of Innovation in Instruction Models, Beijing Normal University, Beijing, China, 8-9 January 2015 [Invited Speech]
Ticet 2012 conference: elearning Virtual Centres Miguel Gea
The role of an e-leaning Centre in Higher Education Institutions
1st International Conference on Information and Communication Technologies for Education & Training, Hammamet (Tunis) 2012
http://www.ticet.org/
TeSLA project: an adaptive trust-based e-assessment system for learningEADTU
Serpil Koçdar from Anadolu University gave a presentation about the TeSLA project: An adaptive trust-based e-assessment system for learning as part of the online events by expert pool Assessment within EMPOWER.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Digital Tools and AI for Teaching Learning and Research
Life in the e-lane: collaboration, communities and competencies
1. Life in the e-lane
Collaboration, community and competencies
Deborah Arnold, Deputy Director for Digital Pedagogy
Centre for Information Systems and Digital Practice
University of Burgundy, France
(and eLene grandmother)
3. 10 years… a long time in HE?
Source: leaderonomics.com
4. >10 years of collaboration
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 …
www.elene-centre.net
CB/PD
eLene-TT
eLene-EE
eLene-TLC
CB / PD
eLene2learn
CB = community building
PD = project development
5. eLene-EE (2006-2007)
Economics of e-learning
Coord: U. UMEA (SE)
eLearning programme
How much does it really cost to set up and run a virtual
campus?
What impact does eLearning have on student
performance and what are the possible spill-over effects?
What indicators do we have at our disposal to track the
efficiency of eLearning?
And can eLearning help to bridge the digital divide?
7. Coord: U.Nancy 2 (FR)
eLene-TT (2005-2006)
Teacher Training
eLearning programme
Improve the ability of HE teachers to make
innovative pedagogical use of ICT
8. SR
eLene-TT (2005-
2006)
Teacher Training methodology
and actions
Innovative pedagogical uses of
ICT
500 teachers trained across
Europe
Teacher training centre
(online repository)
www.elene-tt.net
9. Coord: U. Nancy 2 (FR)
eLene-TLC (2007-2008)
Teaching and Learning Centre
eLearning programme
Preparing universities for the ne(x)t generation of
students
10. SR
eLene-TLC (2007-
2008)
• Research on students’
expectations
• Policy recommendations for
decision makers
• TT-Centre -> Teaching and
Learning Centre
• Educational ICT competency
framework for learners, teachers
and learning technologists
• www.elene-tlc.net
11. Other digital competence
frameworks
http://ftp.jrc.es/EURdoc/
JRC83167.pdf
http://www.ecompetence
s.eu/
12. eLene-TLC
Student & decision maker learning cafe
(Bremen Forum April 2008)
MOST
LIKELY:
learning in
augmented
reality with
special
glasses
TEACHING
AND
LEARNING
WITH
TECHNOLOGY
IN 2023
MOST
INSPIRING:
less hierarchy
FUNNIEST:
Reality show
evaluation of
teachers
NIGHTMARE:
only multiple-choice
exams
JAW-DROPPING:
universities
replaced by
think tanks &
competence
centres
INNOVATIVE:
microchips in
students’
heads for
contextual
learning
SR
13. eLene2learn (2011-2014)
Lifelong
learning
transitions
Learning to
learn
ICT &
Social
media
Coord: Politecnico di Milano (IT) / U. Lorraine (FR)
14. Life in the e-lane…
Community
Collaboration
Competencies
15. Thank you for… participating!
Deborah Arnold
Deputy Director for Digital Pedagogy,
Centre for Information Systems and Digital Practice (PSIUN)
University of Burgundy, France
Deborah.Arnold@u-bourgogne.fr
@DebJArnold
http://www.eden-online.org/nap_elgg/pg/profile/deborah.arnold
Editor's Notes
The last time… EDEN Synergy workshop in Budapest a year ago. An informal talk to celebrate 10 years of working together in different constellations, on different projects, but always the same spirit of community and collaboration. We celebrated with this cake, which was much more delicious than it looks!!!!
So is 10 years a long time in higher education, or in education in general? The world has changed, technology and the way we use it in our daily lives has evolved, but have education institutions really changed… or changed in the way we wanted them to? And looking back over 10 years and 4 projects, what have we achieved? When I gave that talk in Budapest, I said that there were many eLene project results that deserved to be given a second look, in the light of what we know today. And that’s exactly what I invite all of us to do here today. Some of you here will have worked on these projects, or have joined institutions which were involved at the time. How many of these results do you remember? ÒHow many have you embedded into your daily practice? Have any actually changed things? And if the goal is still to be achieved, are these resources, recommendations and insights still relevant today?
This timeline show the different periods in the life of the eLene network. I won’t tell you the whole story of how we met, I’ve told that one many times… What I’d like to point out here are what we call the specificities of the eLene spirit : an investment in community building, exchange of practice and our major success: collaborative proposal writing - building on individual institution’s strategic priorities, taking them up a level to address them from a European perspective, bringing overall coherence to the proposal and embedding project actions and results into everyday work to ensure motivation and engagement throughout each project.
So here you see the four eLene projects, and the periods of community building and project development. The first period actually goes back to November 2003, with the first ever meeting of a group which gave birth to eLene. Between Nov 2003 and May 2004, the group met 3 times in Milan, Bremen and Nancy, with no EU funding, just the conviction that together we could do things better and try to make a difference. That spirit continued during the period between 2009 and 2011 where we weren’t working on any specific project. Looking back we all needed that break after 4 intense years on the previous projects. But we kept in touch, with a commitment to 6-monthly online meetings after the end of eLene-TLC. And eLene2learn was born out of a keen desire and need for us all to collaborate again, with that same gut feeling that when we work together, things happen, we see our own work in a new light, we believe we can make a difference…
So let’s now look at each project in turn, what did we set out to do, and which of the outcomes are still relevant today? I’m not going to do this in chronological order, as 3 of the 4 projects belong to the same thematic ‘family’ and it’s better to deal with these together. So let’s start with eLene-EE… Economics of elearning…
eLene-EE is sometimes seen as the black sheep of the family. It doesn’t fit thematically with the others, but then sometimes the black sheep is the most interesting!
eLene-EE set out to answer these 4 questions. It was largely a research-based project, but also produced practical resources, such as the work on indicators. And in a world where many are trying to define business models for MOOCs, and where HE institutions are being held ever more accountable, maybe it’s worth taking a closer look…
So what I’ve done is pick out from each project what I believe to be the significant results, SR on the slide. This is only my selection, and if you disagree, then go back to the project results and choose your own!
In eLene-EE, the balanced scorecard which resulted from the work on Indicators of e-learning was one of those significant results, taking a business approach to analysing an institution’s e-learning activity. What we found at the time was that many organisations simply did not have the data to hand, or not in a way that could be exploited in the BSC. What’s the situation today? Would this still be useful? How could we revive it, improve it, apply it?
Moving on now to the 3 sister projects dealing with issues of digital competency for teaching and learning, we start with eLene-TT, our very first project. The aim was clear : improve the ability of HE teachers to make innovative pedagogical use of ICT. 10 years ago, this was a pressing need. And today?
eLene-TT produced a number of significant results – a flexible methodology for teacher training, the identification of exemplars of innovative pedagogy and the training of 500 teachers across Europe. This of course was before MOOCs hit centre stage! Nowadays we’d be looking to multiply that figure 100-fold, at least.
eLene-TT also set up an open access online repository of resources for teachers and teacher trainers (lesson plans, examples, tools, publications…). The term OER wasn’t really in our vocabulary at the time, but this definitely was an OER repository by definition.
eLene-TLC followed on directly from eLene-TT, as we identified a number of burning issues which, although closely related, were simply outside the scope of eLene-TT.
Yet again, we set ourselves an ambitious goal, that of preparing universities for the ne(x)t generation of students.
It’s difficult to pick out a single significant result here, as there were many, from the research on students’ expectations of ICT in education which more or less dispelled the digital native myth… to the policy recommendations for decision makers which probably don’t need much of a make-over to still be relevant. What we struggled with here was actually engaging with policy makers… as few partners actually had access to these. That’s something we might do differently today…
One of the main outcomes of eLene-TLC, apart from the extension of the TT-centre repository, was the multi-stakeholder competency framework for educational ICT… Or teaching and learning with technology as we might say nowadays. The competency framework was linked to resources in the TLCentre, via a series of interactive scenarios. Yet again, worth a second look…
And why not compare it with other high profile digital competence frameworks which have been published recently? We have DIGCOMP from JRC, and the European e-competence framework. While not specifically related to education, a comparison would be most useful…
Ad so one last example from eLene-TLC before we fast forward to the present day…
eLene-TLC ran a conference in Bremen, Germany, in April 2008. One of the innovative things we managed to do was bring together students and decision makers in the same room, for a learning café where they were asked to imagine what teaching and learning with technology would be like in 2023. That was 15 years in the future. We are nearly half-way there. Or are we?
Take a look at the scenarios they imagined. And think whether these came from students or decision makers (=activity).
And how many have come true? Or are likely to come true?
And so we come to the present day, and eLene2learn, which you should all be familiar with by now!!!
I would just like to imprint in our minds this triangle, which was the guiding principle throughout the project. As a member of the scientific committee, it was my task to ensure that the project kept these three factors in mind at all times. And as you have seen, the results are there, from the practice exchange to real implementation and the lessons learnt…
So this is what it’s been like living life in the e-lane – a powerful experience of community, the extra-ordinary results which come through collaboration, and the guiding principle of developing competency, in the widest sense. As we hear criticism of competency-based learning, which is often reduced to employability skills, I would like us to reflect on what we mean by competency. As my colleague Divina Frau-Meigs, UNESCO chair at université Sorbonne Nouvelle says: competency goes way beyond knowledge and know-how… In French we already say ‘savoir’, ‘savoir-faire’, ‘savoir-être’… and we need to add ‘savoir devenir’ – to know how to become.