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e-skills reshaping the future of learning

Educating Children of the 21st Century provides an open forum where educators and stakeholders from ASOMEX schools, can learn, share experiences and propose knowledge-based solutions, by presenting and discussing research findings, developments and trends in applying ICT to improve teaching, learning, and school leadership in the 21st century.

The conference gives teachers an opportunity to meet colleagues and share ideas that may advance the effective use of technology in their schools. Furthermore, the conference serves as a venue for participants to share information and explore new paths for innovation, to exchange views and know-how, to advance 21st Century skills using technology.

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e-skills reshaping the future of learning

  1. 1. e-skills reshaping the future of learning Cristóbal.Cobo. R present and the in the knowledge society
  2. 2. obra de dan perjovschi. what happened to US? Digital Mythology
  3. 3. Technological Evolution graham bell designs the telephone as an instrument for deaf people thomas edison intented to create a dictatin g machine when he invented the fonograph , 1888 bendictian monks wanted to determine their praying hours exactly. [XI cent.] Latin America and the Digital Economy Challenge Opportunity and Risk at the beginning of Latin America’s third century of independent life. M.A. Gutierrez. 2004 IT Evolution
  4. 4. The first cellphone with integrated camera IT Evolution
  5. 5. © 2005 IBM Corporation ::Innovationskooperationen IT Evolution
  6. 6. IT Evolution
  7. 7. IT Evolution
  8. 8. IT Evolution
  9. 9. [ Power to the people - Social Media Tracker Wave 3 [ pdf ], Universal McCann ] 184 millon blogs (of which 42 M. are chinese). Netcraft (01.2007) 106 millon websites in the internet (with a growth around 1.65 millon websites per month). IT Evolution
  10. 10. knowledge explicit tacit (to know what) (to know how) codified non-codified Knowledge
  11. 11. Nonaka's spiral of knowledge Knowledge
  12. 12. knowledge worker : A term coined by author and visionary, Peter Drucker (1959). A knowledge worker is anyone who works for a living at the tasks of developing or using knowledge . A professional who applies his or her intellectual capacities and skills to the acquisition, processing, management , and communication of knowledge . … planning, acquiring, searching, analyzing, organising, storing, programming, distributing, marketing… Marcial Quintanar Zúñiga (2006) “ The most valuable assets of the 20th-century company were its production equipment. The most valuable asset of 21st-century institution (whether business or non-business) will be its knowledge workers and their productivity. “ (P. Drucker) Knowledge
  13. 13. Contradictions of knowledge: <ul><li>To use “knowledge” does not mean to consume it </li></ul><ul><li>Transfer “knowledge” does not imply to lose it </li></ul><ul><li>“ knowledge ” is abundant , but the ability to use is rare </li></ul><ul><li>“ knowledge” can walk out of the office at the end of the day </li></ul>Fuente: 2003, Héctor Parker Rosell MSc. CICESE Knowledge
  14. 14. but not symmetric [… the world is flat ] [ The World is Flat . Thomas Friedman ] Knowledge
  15. 15. Science Research fuente: worldmapper Latin America is less involved in science and technology in the international context and it is more marginalized … the USA alone represented 30% of published works, while 90% of scientific magazines in Latin America are not included in any index, which makes them anonymous. Although third world researchers represent 24% of all scientists in the world, it’s practically ignored by international scientific community . Latin America and the Digital Economy Challenge Opportunity and Risk at the beginning of Latin America’s third century of independent life. M.A. Gutierrez. 2004 Knowledge
  16. 16. ‘ Digital Natives’
  17. 17. Infoxication (information overload) ‘ Digital Natives’
  18. 18. 15% reading ‘ Digital Natives’ New dependencies [ + ]
  19. 19. PC main media ‘ Digital Natives’
  20. 20. Social Networking ‘ Digital Natives’
  21. 21. informational competences ‘ Digital Natives’
  22. 22. [’ Google Generation ‘ project, University College London ] <ul><li>low comprehension of accessed contents … </li></ul><ul><li>insufficient capacity to assess the relevance of the contents. </li></ul><ul><li>poorly sophisticated mental maps in terms of how the información in the internet functions . </li></ul><ul><li>Not knowing of how search engines work. </li></ul><ul><li>no evidences exist to prove that they are better information managers than those who were born 25 years earlier. </li></ul>‘ Digital Natives’
  23. 23. Are Students Ready for a Technology-Rich World? ( Programme for International Students Assessment . OCDE, 2008 ). Technological Myth education
  24. 24. time evolution technology education education
  25. 25. education
  26. 26. Information and knowledge society: less memory and more ability to interrelate contents, put them in different contexts. Current education: Demanding the capacity to stimulate creativity, invention, imagination , as well as the ability to be constantly innovative. education
  27. 27. Dewan 2005 digital divides technological myth education Discovering ICT tools (Access) Learning how to use ICT tools Understanding how and when to use them in order to achieve specific objectives Being skilled in the use of ICT tools
  28. 28. so what?
  29. 29.
  30. 30. education e-skilled worker Efficiency Innovation Adaptive Experts Routine Experts Novice Frustrated Novice student
  31. 31. · The abilities acquired by workers through education, training, and experience that permit them to be more productive. · Ability, proficiency acquired or developed through training or experience Capacity to do something well. Skilled workers are generally more trained, higher paid, and have more responsibilities than unskilled workers. (labor) e-skilled worker colaborative work PBL, simulation work at laboratories to learn how they have more possibilities to re-skill themselves continuously… students , adaptable and imaginative
  32. 32. e-skills : ability to apply knowledge and to make use of know-how to solve problems cognitive (of logic, intuition y creativity) and practical (take advantage of resourses and digital tools). Professional competences for the use of ICT ( practitioner skills ). Ability to research, develop, design and maintain ICTs. Competences for carrying out e-business ( e-business skills ). Taking advantage of oportunities through ICT, innovation management beyond simple technology administration. Competences at user level ( ICT user skills ): skills required to achieve effective use of technological systems. (Council of European Professional Informatics Societies, Cepis, 2007). [European e-Skills Forum: e-Skills for Europe: Towards 2010 and beyond, 2004].
  33. 33. “ Capacities, skills and abilities to exploit tacit and explicit knowledge, as well as to use digital technologies in information management and knowledge production. E-skilled students work collaboratively, constantly innovate and create new ideas while facing changing problems in unknown contexts . ” e-skills definition (soft skills : communication skills; team-working skills; problem-solving skills; entrepreneurial skills; creativity; among others).
  34. 34. pyramid of learning [Tres 2006] e-competences Competence integrate both knowledge & skills . Integration of knowledge, skills, personal qualities and understanding used appropriately and effectively”. Ability to performance in an unknown future context as well as good performance in the known present.
  35. 35. The new production of knowledge: The dynamics of science and research in contemporary societies
  36. 36. EU Research in ICTs and Its Socio-Economic Contex Tomas Sabol. Technical University of Kosice. “ The value of knowledge to an economy comes from sharing with others”. (Brinkley, 06)
  37. 37. What happened if tomorrow disappeared the Internet? New ways of communication New ways of storage and administrate information New ways of knowledge generation New ways of do business New ways of teach/learn etc…
  38. 38. Dan Perjovschi What Happened to US? re- skills up- skills hard- skills soft- skills National Educational Technology Standards (NETS•S) and Performance Indicators for Students 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations e-skills
  39. 39. <ul><li>“ Many of the jobs created will require hybrid skills , which are not yet well provided by existing bodies and institutions” (Burgelman). </li></ul>
  40. 40. Competences: technological, cognitive, informational
  41. 41. 1. Not restricted to a specific age . 2. Highly engaged, creative, innovative , collaborative and motivated. 3. Use information and develop knowledge in changing workplaces (not tied). 4. Inventive, intuitive , able to know things and produce ideas . 5. Capable to create meaning socially constructed and contextually reinvented. 6. Reject the role of being an information custodian . 7. Network maker , always connecting people, ideas, organizations, etc. 8. An ability to use many tools to solve many different problems. 9. Highly digital literate . 10. Competence to solve unknown problems in different contexts. 11. Learning by sharing , without geographical limitation. 12. Highly adaptable to different contexts/environments. 13. Aware of the importance to provide open access to information . 14. Interest in context and adaptability of information. 15. Capable of unlearning quickly , and always bringing in new ideas . 16. Competence to create open and flat knowledge networks . 17. Continues learning (formal and informal) and update knowledge . 18. Constantly experiments new technologies (specially collaboratives). 19. Not afraid of failure . Skills for a Knowledge/Mind Worker Passport [Collins, Moravec, Cobo]
  42. 42. [ ICT Competency Standards for Teachers [ pdf ]. UNESCO, 2008. ] e-skilled teachers
  43. 43. Example : <ul><li>Free Software Foundation y UNESCO : 5,000 softwares . </li></ul><ul><li>OpenCourseWare del MIT . </li></ul><ul><li>Open Educational Resources </li></ul>Cases of educational free software are: FreeDuc, OpenLab, Edubuntu, GCompris, SchoolForge, Tux Paint
  44. 44. <ul><li>Education that understands the value of imagination as an engine for creativity and the search for solutions , stimulates learning how to learn”. </li></ul><ul><ul><li>“ The unlimited capacity of child creativity is an aspect that must play a leading part in today´s education ”. </li></ul></ul><ul><ul><li>“ The act of learning includes the deed of making a mistake now and again”. </li></ul></ul>Ken Robinson
  45. 45. learn how to learn learn to un-learn
  46. 46. “ Every day, computers are making people easier to use” < innovation always produces hostility among those who prosper in old paradigms > changing
  47. 47. Dan Perjovschi What Happened to US? dr.cristobal_cobo flacso-mexico
  48. 48. Best practice, strategies and tools for educators to enhance the development of e-competencies. Workshop Workshop cristobal.cobo.romani
  49. 49. What makes an e-skills project successful? Creativity? Collaboration? People? Technology? Pedagogy? Innovation? Coordination? Public support? Willingness? Broadband? Standarization?
  50. 50. U s e o f t e c h n o l o g y Learning Performance + + - - Learning Performance
  51. 51. Key Skills Qualification <ul><li>- Hard Key Skills: Skills of Comm., Information Technology & Application of Number. </li></ul><ul><li>- Wider Key Skills: Improving Own Learning and Performance; Working with Others y Problem Solving. </li></ul>The Key Skills Qualification is a frequently required component of 14-19 education in the UK. The aim of Key Skills is to encourage learners to develop and demonstrate their skills as well as learn how to select and apply skills in ways that are appropriate to their particular context. www. keyskillssupport .net
  52. 52. <ul><li>European Computer Driving Licence ( ECDL ): World's leading end-user computer skills certification programme. If you have passed ECDL, employers know you have the skills to carry out the main tasks on a computer. The ECDL is the first qualification in personal computing skills to be recognized throughout the EU. </li></ul> www. ecdl .com
  53. 53. Colombia
  54. 54. e-skills UK brings together employers, educators and Government to address together the technology-related skills issues , no single party can solve on its own. It provides advice & services that have a measurable impact on IT related skills development in the UK. www. e-skills .com
  55. 55. standards <ul><li>National Occupational Standards ( NOS )  are statements of the skills, knowledge and understanding needed in employment and clearly define the outcomes of competent performance. </li></ul><ul><li>Organizations can use NOS to: </li></ul><ul><li>- Describe the skills they need in their workforce </li></ul><ul><li>Assess the skills already in the workforce </li></ul><ul><li>Develop training and recruitment plans to fill any identified gaps and shortages. </li></ul>
  56. 56. Standards for IT Users
  57. 57. New technology, old stratergies …
  58. 58. Fundación Omar Dengo www. fod FOD is a pioneer in the introduction of computer technologies, innovative educational programs and new learning environments into the Costa Rica’s public elementary schools system. It stimulates learning processes, creativity and development of thinking skills in public education and in the different situations in which learning takes place.
  59. 59. <ul><li>Logo Programming Language was designed as a tool for learning. It´s features - modularity, interactivity, and flexibility –follow this goal. Since 1988 they included this computer programming language designed for really young kids . </li></ul><ul><li>Educational Robotics & Learning Through Design. Vehicles for teaching and learning. Robotics offers major new benefits in education. FOD makes educational robotics fun, engaging, and affordable. </li></ul>
  60. 60. Lecturers into industry <ul><li>This initiative seeks to align the outputs of the further education sector with the needs of the Northern Ireland economy . Through structured placements, in industry lecturers have the opportunity to update their knowledge and skills. Lecturers spend between 6-12 weeks, on placement with a suitable company, developing and completing a mutually beneficial project , giving a greater appreciation of how they can enhance student learning and support course teams and curriculum development. </li></ul>www. lsdani
  61. 61. www. iste .org <ul><li>1. Creativity and Innovation. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. </li></ul><ul><li>2. Communication and Collaboration. Students use digital media and environments to communicate and work collaboratively. </li></ul><ul><li>3. Research and Information Fluency. Students apply digital tools to gather, evaluate, and use information. </li></ul><ul><li>4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. </li></ul><ul><li>5. Digital Citizenship. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. </li></ul>The ISTE, N ational E ducational T echnology S tandards (NETS•S) and Performance Indicators for Students http:// =vqe8XldlL1s
  62. 62. Council of European Professional Informatics Societies <ul><li>[ Structure of an ICT User Skills Framework ,7]. </li></ul>The Functional Categories of the IT User Skills Framework are defined as follows: Operate a Computer; IT trouble-shooting for users; IT maintenance for users; IT security for users; Internet and intranets; Email; Word processing software; Spreadsheet software; Database software; Website software; Artwork & imaging software; Presentation software; Make selective use of IT & Evaluate the impact of IT. www. cepis .org Level: Inexperienced; Foundation; Intermediate; Advanced; Super User
  63. 63. www. futurelab Futurelab is passionate about transforming the way people learn. Tapping into the huge potential offered by digital and other technologies, they develop innovative resources and practices that support new approaches to learning for the 21st century.
  64. 64. <ul><li>Materials and resources focused on identifying, evaluating and standardizing the e-skills performance in the teaching process . </li></ul><ul><li>This initiative was developed by the &quot; Enlaces Program &quot; at the Ministry of Education of Chile. </li></ul><ul><li>The attractiveness of this material is that it sets standards and parameters that have to be reached by the professors of the primary and the secondary education. </li></ul>www. enlaces .cl Ministerio de Educación de Chile
  65. 65. www. 21stcenturyskills .org This partnership emerged focused on infusing 21st century skills into education. It brings together the business community, education leaders , and policymakers to define a powerful vision for 21st century education. The Partnership encourages schools, districts and states to advocate for the infusion of 21st century skills into education and provides tools /resources to facilitate & drive change . 21st Century Skills http:// =3ncrZsWB1Dc http:// = SOBffEPCIsY
  66. 66. www.e- competencias .org www.e- competencies .org  Open Seminar “ From Information to Innovation Knowledge” openseminar . flacso
  67. 67. Hay muchas más todavía! <ul><li>Muchas gracias!!! cristobal.cobo.romani </li></ul>[ + ] www. ctworkshop .com www. bbc webwise http:// scratch