Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
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
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
End of the industrial model?
Éric Bruillard– Education for Innovation, OCDE, May 2011
2
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Presentation of STEF
Éric Bruillard– Education for Innovation, OCDE, May 2011
3
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
4
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Institutions, communities,
professions
Expertise ?
Society
Contemporary
Sciences
T echnologies
Education
Formation
ST EF
formal
non formal
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
5
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Institutions, communities,
professions
Stre am 1
Expertise ?
Society
Contemporary
Sciences
T echnologies
Education
Formation
ST EF
formal
non formal
Reco nfi gu rati on o f
S & T curricul um s:
pre scrib ed an d
pro du ced curri cul u ms
Evol u ti o n of tea chi n g
spe ci al i tie s
• 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”
Éric Bruillard– Education for Innovation, OCDE, May 2011
6
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Institutions, communities,
professions
Stre am 2
Expertise ?
Society
Contemporary
Sciences
T echnologies
Education
Formation
Edu cati ve a nd cul tura l
Impl i ca ti o ns of
tech no sci en tifi c
mu ta tio ns
Deve l op men tal an d
en vi ron men tal issu es
ST EF
formal
non formal
•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
Éric Bruillard– Education for Innovation, OCDE, May 2011
7
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Stre am 3
Informa tio n cu l tu re
an d i nfo rm ati on
tech no l og ie s :
di d acti ca l i ssue s
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
8
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Instrumented activities
• Calculus
instruments
• Communication
Instruments
• Writing
instruments
Associate production spaces and
discussion spaces
Shared external representations
Delink writing from physical support
Passage from 2D to 3D
– From tabular form to graph
– Large scale collective sharing
– Trace of the writing process
Éric Bruillard– Education for Innovation, OCDE, May 2011
9
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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/
Éric Bruillard– Education for Innovation, OCDE, May 2011
10
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
11
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
12
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Future of the school system
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.
• 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.
Éric Bruillard– Education for Innovation, OCDE, May 2011
13
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
ICT for education
• Some up to date (very modern)
words:
– Personalization
– Interactivity
– Extend education: any place, any
time with seamless devices
Éric Bruillard– Education for Innovation, OCDE, May 2011
14
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Example
From the 19th century until now
From electric life to smart life,
what has changed?
Éric Bruillard– Education for Innovation, OCDE, May 2011
15
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Albert Robida (1892). The 20th century, the electric life (Wallet, 2006)
Éric Bruillard– Education for Innovation, OCDE, May 2011
16
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Seoul Subway
Service not provided by
institution: Personal
objects. Advertisements,
security messages…
For doing what?
Learning ?
What about the news? (Not consulted in Robida’s picture)
Éric Bruillard– Education for Innovation, OCDE, May 2011
17
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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?
Éric Bruillard– Education for Innovation, OCDE, May 2011
18
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
ICT,
renewing schools?
Éric Bruillard– Education for Innovation, OCDE, May 2011
19
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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/wallet03/sticef_2006_wallet_03.htm
Éric Bruillard– Education for Innovation, OCDE, May 2011
20
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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 elearning 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
Éric Bruillard– Education for Innovation, OCDE, May 2011
21
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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)…
Éric Bruillard– Education for Innovation, OCDE, May 2011
22
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
23
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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?
Éric Bruillard– Education for Innovation, OCDE, May 2011
24
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Advertisement,
Rank audio visual,
1966
Éric Bruillard– Education for Innovation, OCDE, May 2011
25
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
26
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
Towards a new school
system?
But other stories
Éric Bruillard– Education for Innovation, OCDE, May 2011
27
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
28
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
29
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
30
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
New trends
• Communication, Facebook…
– New youth culture in several years?
• Geo localization
• Internet of things
• Digital fabrication
– Cutting printers
– 3D printers
Éric Bruillard– Education for Innovation, OCDE, May 2011
31
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
32
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
• Yang Zhao
– Invent a job, not find a job:
– Students as Global Entrepreneurs
Éric Bruillard– Education for Innovation, OCDE, May 2011
33
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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)
Éric Bruillard– Education for Innovation, OCDE, May 2011
34
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
35
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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?
Éric Bruillard– Education for Innovation, OCDE, May 2011
36
Unité Mixte de Recherche - Sciences Techniques Éducation Formation
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
Éric Bruillard– Education for Innovation, OCDE, May 2011
37