For those interested in relationships between technologies and societies, the issue of learning is a real case study. In this as in so many others, just to try to measure the effect of technology on student performance to find nothing.
In themselves, the Information Technology and Communication for Education (CTBT) are causes of anything, do not make teachers more teachers, taught the most efficient or the most learned society. Scanning the whiteboard, the binder, textbook, exercises, the relationship with the teacher or exchanges between learners, it is not enough to replace them, piece by piece, a digital to an analog tools for that, as magically, learning improve, educational disadvantage evaporate or creative abilities develop. A lot of energy and money devoted to only investments in infrastructure and educational facilities have quickly shown their limits. Guided by a naïve technological determinism, also driven by commercial interests, policies of affirmative equipment may be much less effective than those that invite to foreground the revolution of learning, they are assured that if they give rise to new practices, equipment, and the market will follow. The recent emergence of MOOCs (Massive Open Online Course) is a perfect example. These online video course made by the best American universities seek to conquer the world market. But this victory will only take place if it can establish a bold reversal of the temporal and spatial organization of learning: assimilate knowledge at home for exercise class then, a 180 degree reversal of the traditional pedagogy.
looking Away
New forms of learning are not to be found in the technology but in the transformation of the educational system that they make possible. So rather than listing the tedious list of educational technologies, this issue he seeks to look elsewhere. First querying the rapid development in recent years of knowledge of brain function. What do the new knowledge of neuroscience on the learning process and how they can they help guide the educational offer differently?
Look away, this question is then how the digital conversion of our companies directly questions the way we learn and the role of knowledge in a set of increasingly varied social situations. How to learn when educational institutions are no longer the main access to the knowledge space? How to educate when the dispersion, distraction and seeking immediate effectiveness characterize many of the uses of new networks? The challenge is not small and requires a nuanced examination if we are to avoid the pitfalls of paralyzing debate between nostalgic and conservative revolutionary zeal. For, on closer look, technology can both enhance learning and unlearning that without doubt this is because the dividing line is unstable, fragile and incredibly sensitive to human balances that make up any educational situation, it is so important for teachers to know how to guide their students on the right side.
Digital technologies radicalized a historical movement, whose writing was the first time, outsourcing of knowledge about the environment. As Bernard Stiegler emphasizes taking a term inherited from the work of Michel Foucault on ancient philosophies, digital technologies represent a new form of hypomnemata these objects caused by the artificial and the externalization of human memory. As a counterpoint to the exercise of history of individual memory, have developed mnemonic techniques for hypomnesis turn our memory tools that accompany us. The flint to Wikipedia, from books to mp3, the shopping list to Google Scholar, the technological development process of our societies constantly deports knowledge of our brains to digital hypomnemata to free our minds to it leads activities a cognitive level. Not much knowledge of all kinds, experts, trivial or false have been so easily accessible, just a click away from anyone who has the skills to handle the network of networks. Never as knowledge has she been at the heart of so many professional fun, daily activities, resulting in a massive phenomenon of "intellectualization of social life."
Learning?
So if knowledge is in the network, always at hand, what should we learn? You have to "learn to learn" answer in unison all teachers who are not intimidated by the fact that it happens, sometimes, their consultant Wikipedia report their students a factual error during their course. The externalization of knowledge does not condemn the transmission and acquisition of knowledge, but without doubt she makes it somewhat outdated education polarized by the mastery of knowledge, the "by heart" and an evaluation of educational pathways that is obsessed to check the transmission of information from the brain of the teacher to the student? There now instead of learning to find, to appropriate, to criticize, to historicize the knowledge to know mobilize appropriately in different contexts.
Develop these cross skills to identify and activate the knowledge deposited in hypomnemata is not subject to a simple technique for agility, occasionally, to solve practical issues in doing research on Google. Learn to interpret rather than storing on a deep familiarity with the structure of knowledge and is processed by multiple information intelligibility disparate certainly available and accessible to all, but that can not be rearranged and rearticulated without implementing a global understanding, curious and sharp. Also accompanying the gesture of the educator, the "Ignorant" that does not transmit knowledge as content, but constantly strives to ensure that the student directs his intelligence so demanding, it requires attention, exercise, a critical concern and care at all times by the teacher. In this, the teaching of the "guidance" that guides patiently understanding of learners in the digital forest knowledge has nothing to give in to the rigors doloristes proponents of content transmission. Learning to learn is not a trivial task and functional devalue the noble posture Professor omniscient. It does not just unleash learners by letting them fend for themselves, without rule or method, in the chaotic flow of digital information and so many attractions of the dispersion.
Emphasize this point, it is emphasized that this is where lies the risk of new digital learning marry without opposition, some trends of our society that can be causes of new inequalities. Three features distinguish indeed new educational demands. The first is a request for individualization and personalization of teaching that encourages singling creative potential of each and research training throughout life. The second is the increasing importance of cooperative activities and teamwork. New pedagogies all attempt to boost interaction and personal contact between students themselves and between students and teacher. If the role of technology in learning was limited to reduce contact with taught by installing them in a giant amphitheater virtual remote master, they completely miss what appears more and more like the heart of the learning process: the existence of a living incarnation, sharing and put in place fiscal knowledge. Many innovative uses of digital pedagogy address infinitely rich life forms, happy, curious and talkative, who sweat the networking of learners, this particular art of multiplying in all possible directions communications, cross-evaluations , exchanges between disciplines and joint productions. Although it often poses a problem for teachers evaluation, accustomed as they are to the individualization of notation, the development of these collective frameworks directs the group's attention to a shared ownership of the responsibility for their learning. One last feature, finally, is the importance of informal aspects of learning, practice these skills, these delicate ways to encourage, stimulate, guide and develop short, all these trivial gestures that give the process learning real depth, and students self-esteem and recognition.
The digital natives come to school already deeply imbued with regular use, even intensive screens and digital technologies. Thumbelina, the inspiring tale of Michel Serres, however, can be misleading. For if, with digital accessibility of knowledge, he never appeared as clearly as each individual is his or her own teacher, it would be naive to assume that all free and emancipated, enjoy the same opportunities and the same resources to make the best use of that freedom. Initial feedback on the use MOOC participants in American universities show that they did not reduce the social divide, cultural and geographical, especially appealing for people who already have a high degree and a strong capital social. Digital conversion of our societies also contributes to real unlearning, a continuing risk of "proletarianization minds" said Bernard Stiegler: crisis of reading, disqualification of knowledge, dispersion of attention, hype commercial marketing, tyranny immediacy, lack of curiosity ... Many digital practices of digital natives clash with demanding academic learning. It is not enough that knowledge is available to make it really internalized. Unmarked, simplified, packaged, available information may also appear as a commodity whose use never willing or able to be the real ownership. The "knowledge society" promotes behavioral skills, navigating information flows, the innovation race, the constant renewal of the consumer and employee flexibility. But it really would encourage the development of critical capabilities without, in institutions dedicated to this purpose, educators patients ensure that everyone can benefit equally from opportunities emancipation of access to knowledge.
Making digital
Finally, if there is an issue that still seems absent from education policy is that of a digital education that does not just put in empowering custody and manipulative skills (like b2i), but of an ability to make digital. Computer code has now become the new alphabet of our societies, language, the vehicle and the decor. How can we let this black box close on admittedly agile users, but unable to decode its production (not to mention modify, improve, reinvent it)? Learning to enter the digital factory, slipping behind the smooth interfaces and controlled user experience is an essential skill to train citizens in critical and creative time. It is not about making all developers mastering the "hard" programming languages, but to know the principles and be able to write and produce digital. Against knowledge-push, it is important to devise a society in which everyone can be and to want to make buttons.
In themselves, the Information Technology and Communication for Education (CTBT) are causes of anything, do not make teachers more teachers, taught the most efficient or the most learned society. Scanning the whiteboard, the binder, textbook, exercises, the relationship with the teacher or exchanges between learners, it is not enough to replace them, piece by piece, a digital to an analog tools for that, as magically, learning improve, educational disadvantage evaporate or creative abilities develop. A lot of energy and money devoted to only investments in infrastructure and educational facilities have quickly shown their limits. Guided by a naïve technological determinism, also driven by commercial interests, policies of affirmative equipment may be much less effective than those that invite to foreground the revolution of learning, they are assured that if they give rise to new practices, equipment, and the market will follow. The recent emergence of MOOCs (Massive Open Online Course) is a perfect example. These online video course made by the best American universities seek to conquer the world market. But this victory will only take place if it can establish a bold reversal of the temporal and spatial organization of learning: assimilate knowledge at home for exercise class then, a 180 degree reversal of the traditional pedagogy.
looking Away
New forms of learning are not to be found in the technology but in the transformation of the educational system that they make possible. So rather than listing the tedious list of educational technologies, this issue he seeks to look elsewhere. First querying the rapid development in recent years of knowledge of brain function. What do the new knowledge of neuroscience on the learning process and how they can they help guide the educational offer differently?
Look away, this question is then how the digital conversion of our companies directly questions the way we learn and the role of knowledge in a set of increasingly varied social situations. How to learn when educational institutions are no longer the main access to the knowledge space? How to educate when the dispersion, distraction and seeking immediate effectiveness characterize many of the uses of new networks? The challenge is not small and requires a nuanced examination if we are to avoid the pitfalls of paralyzing debate between nostalgic and conservative revolutionary zeal. For, on closer look, technology can both enhance learning and unlearning that without doubt this is because the dividing line is unstable, fragile and incredibly sensitive to human balances that make up any educational situation, it is so important for teachers to know how to guide their students on the right side.
Digital technologies radicalized a historical movement, whose writing was the first time, outsourcing of knowledge about the environment. As Bernard Stiegler emphasizes taking a term inherited from the work of Michel Foucault on ancient philosophies, digital technologies represent a new form of hypomnemata these objects caused by the artificial and the externalization of human memory. As a counterpoint to the exercise of history of individual memory, have developed mnemonic techniques for hypomnesis turn our memory tools that accompany us. The flint to Wikipedia, from books to mp3, the shopping list to Google Scholar, the technological development process of our societies constantly deports knowledge of our brains to digital hypomnemata to free our minds to it leads activities a cognitive level. Not much knowledge of all kinds, experts, trivial or false have been so easily accessible, just a click away from anyone who has the skills to handle the network of networks. Never as knowledge has she been at the heart of so many professional fun, daily activities, resulting in a massive phenomenon of "intellectualization of social life."
Learning?
So if knowledge is in the network, always at hand, what should we learn? You have to "learn to learn" answer in unison all teachers who are not intimidated by the fact that it happens, sometimes, their consultant Wikipedia report their students a factual error during their course. The externalization of knowledge does not condemn the transmission and acquisition of knowledge, but without doubt she makes it somewhat outdated education polarized by the mastery of knowledge, the "by heart" and an evaluation of educational pathways that is obsessed to check the transmission of information from the brain of the teacher to the student? There now instead of learning to find, to appropriate, to criticize, to historicize the knowledge to know mobilize appropriately in different contexts.
Develop these cross skills to identify and activate the knowledge deposited in hypomnemata is not subject to a simple technique for agility, occasionally, to solve practical issues in doing research on Google. Learn to interpret rather than storing on a deep familiarity with the structure of knowledge and is processed by multiple information intelligibility disparate certainly available and accessible to all, but that can not be rearranged and rearticulated without implementing a global understanding, curious and sharp. Also accompanying the gesture of the educator, the "Ignorant" that does not transmit knowledge as content, but constantly strives to ensure that the student directs his intelligence so demanding, it requires attention, exercise, a critical concern and care at all times by the teacher. In this, the teaching of the "guidance" that guides patiently understanding of learners in the digital forest knowledge has nothing to give in to the rigors doloristes proponents of content transmission. Learning to learn is not a trivial task and functional devalue the noble posture Professor omniscient. It does not just unleash learners by letting them fend for themselves, without rule or method, in the chaotic flow of digital information and so many attractions of the dispersion.
Emphasize this point, it is emphasized that this is where lies the risk of new digital learning marry without opposition, some trends of our society that can be causes of new inequalities. Three features distinguish indeed new educational demands. The first is a request for individualization and personalization of teaching that encourages singling creative potential of each and research training throughout life. The second is the increasing importance of cooperative activities and teamwork. New pedagogies all attempt to boost interaction and personal contact between students themselves and between students and teacher. If the role of technology in learning was limited to reduce contact with taught by installing them in a giant amphitheater virtual remote master, they completely miss what appears more and more like the heart of the learning process: the existence of a living incarnation, sharing and put in place fiscal knowledge. Many innovative uses of digital pedagogy address infinitely rich life forms, happy, curious and talkative, who sweat the networking of learners, this particular art of multiplying in all possible directions communications, cross-evaluations , exchanges between disciplines and joint productions. Although it often poses a problem for teachers evaluation, accustomed as they are to the individualization of notation, the development of these collective frameworks directs the group's attention to a shared ownership of the responsibility for their learning. One last feature, finally, is the importance of informal aspects of learning, practice these skills, these delicate ways to encourage, stimulate, guide and develop short, all these trivial gestures that give the process learning real depth, and students self-esteem and recognition.
The digital natives come to school already deeply imbued with regular use, even intensive screens and digital technologies. Thumbelina, the inspiring tale of Michel Serres, however, can be misleading. For if, with digital accessibility of knowledge, he never appeared as clearly as each individual is his or her own teacher, it would be naive to assume that all free and emancipated, enjoy the same opportunities and the same resources to make the best use of that freedom. Initial feedback on the use MOOC participants in American universities show that they did not reduce the social divide, cultural and geographical, especially appealing for people who already have a high degree and a strong capital social. Digital conversion of our societies also contributes to real unlearning, a continuing risk of "proletarianization minds" said Bernard Stiegler: crisis of reading, disqualification of knowledge, dispersion of attention, hype commercial marketing, tyranny immediacy, lack of curiosity ... Many digital practices of digital natives clash with demanding academic learning. It is not enough that knowledge is available to make it really internalized. Unmarked, simplified, packaged, available information may also appear as a commodity whose use never willing or able to be the real ownership. The "knowledge society" promotes behavioral skills, navigating information flows, the innovation race, the constant renewal of the consumer and employee flexibility. But it really would encourage the development of critical capabilities without, in institutions dedicated to this purpose, educators patients ensure that everyone can benefit equally from opportunities emancipation of access to knowledge.
Making digital
Finally, if there is an issue that still seems absent from education policy is that of a digital education that does not just put in empowering custody and manipulative skills (like b2i), but of an ability to make digital. Computer code has now become the new alphabet of our societies, language, the vehicle and the decor. How can we let this black box close on admittedly agile users, but unable to decode its production (not to mention modify, improve, reinvent it)? Learning to enter the digital factory, slipping behind the smooth interfaces and controlled user experience is an essential skill to train citizens in critical and creative time. It is not about making all developers mastering the "hard" programming languages, but to know the principles and be able to write and produce digital. Against knowledge-push, it is important to devise a society in which everyone can be and to want to make buttons.
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