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Multilingualism & Pluriculturalism:Key E-competences For Global
Citizenship
THE 27TH CONFERENCE OF THEEUROPEAN SCHOOLS PROJECT ASSOCIATION
Educating Global Citizens through meeting innovative ICT and Social Media
The Skinny Bridge Amsterdam 1840 AD
Henk SligteUniversity of Amsterdam
Kohnstamm Institute for Educational [email protected]
http://kohnstamminstituut.uva.nl/htm/english.htm
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
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
Industrial paradigm?
1985: SOS of the SOSSave 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?
Amsterdam - Telegraph Creek
GeographyEnglish Language
1987
6 teachers80 pupils
One of the first experiments in the worldPre-Internet
Two schools
TELETRIP Conversation Theory
International CSCL Projects
Making meaningful connections (bridges) between:• Pupils, Teachers, Schools, Cultures, Glocal learningPut clear subjects central for collaborative learning• Make sure pupils can have interesting conversations
on the subjects: see The Image of the OtherUse Mutual foreign languages: everyone learnsUse 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
5th place
2,4 billion persons (of the 7 billion)
Trend: Mobile ++
Enhance our body: Google Glass
Direct into the brain
Symbiotic network of persons, computers and ‘things’ (car, house)
Reflect critically on what you see, read and hear
MOOC
Augmented Reality
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
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
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
Gardner
• Verbal-linguistic• Musical-rithmic• Intrapersonal• Interpersonal• Kinesthetic• Visual-spatial• Logic-Mathematical• Naturalistic-ecologic More than IQ and
cognition alone
Ken Robinson: do schools kill creativity? TED
Multilingualism PluriculturalismE-competencesfor Global Citizenship
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….
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
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
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
Aoccdrnig to rscheearch at
Cmabrigde uinervtisy, it deosn’t mttaer waht oredr the ltteers in a
wrod are
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
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 MediaFrom pupil & teacher
perspective
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
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)
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.
http://ec.europa.eu/education/more-information/docs/impact_study_etwinning_2013_en.pdf
http
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NL-Agenda Secondary Education
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
FINISHED FILES ARE THE RE-
SULT OF YEARS OF SCIENTIF-
IC STUDY COMBINED WITH
EXPERIENCE OF YEARS
Count the White Passes in silence!
The Mind Once Expanded to
the Dimensions of Larger Ideas Never returns to its Original Size
????
