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 ResearchHenk.Sligte@UvA.NL

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

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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

????

Have a Very Nice Conference

hsligte@kohnstamm.uva.nl