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An Educational Approach to Communication at School

An Educational Approach to Communication at School. MAILBOX, a project of the SOCRATES-EOD Programme 1996-1998 DG 22 of the European Commission. Focus points. Ideology Specificity Models Uses of communication Engineering Professionality. IDEOLOGY.

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An Educational Approach to Communication at School

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  1. An Educational Approach to Communication at School MAILBOX, a project of the SOCRATES-EOD Programme 1996-1998 DG 22 of the European Commission

  2. Focus points • Ideology • Specificity • Models • Uses of communication • Engineering • Professionality

  3. IDEOLOGY

  4. Curiosity / motivation vis-a-vis technology Evolution Revolution Utilitarians & non-utilitarians calling for social transformation and for 'integration of technological tools Utilitarians wishing no change to their practices but favorable to the 'integration of technological tools Satisfaction with status quo Call for social change Utilitarians & non-utilitarians considering that education, as it is, is what it ought to be Non-utilitarians with strong socio-political references Radical views onsocialchange Critical Space Involution Lack of interest or hostility vis-a-vis technology How to position oneself?

  5. SPECIFICITY

  6. Three essential characteristics • Dictation • Culture • Service

  7. MODELS

  8. Knowledge Teacher Learner The reference Model: The pedagogical triangle Teaching Learning Training

  9. The status of knowledge haschanged • From the given (fact) to the constructed (fact) • From the Truth to the negotiated representation • From individual appropriation to collective intelligence

  10. Model transformation: Learning… The teacher A relationship of initiation The other students A dynamics of learning A relationship of identity A relationship of exchange Self A relationship of use The instruments

  11. The contents of knowledge (the core) Didactics Epistemics Transmission Appropriation Self expression Memorisation Restitution Assistance Explanation A world to construct Aworld of hypotheses and models A given world A world of aeternal truths Thought Exchange Sharing Problem-solving Mimicry Reproduction Display Animation Dynamics Mimesis The skills (the processes) and teaching... beyond teaching

  12. The contents of knowledge (the core) Didactics Epistemics Explanation Interpretation Communication as transmission of information Verbal communication Reflexive communication cross-temporal crossr-generational A world to construct Aworld of hypotheses and models A given world A world of aeternal truths Non verbal, kinaesthetic, corporeal, visuelle communication Communication as integrational, orchestral sharing Projection Interaction Dynamics The skills (the processes) Mimesis Communication at school: a four-stranded braid

  13. Uses ofcommunication

  14. 4 uses of reference • Electronic mail • Searching information on the Internet • Computer conferencing (IRC) • Video-conference

  15. Processing New means Communication Transfer Data Storage Resources

  16. Project New patterns of behaviour Cooperation Research Methods Modes

  17. 5 major arguments • Complexity & uncertainty • Autonomy & trust • Values of imagination • Conventions • Power relations

  18. Interconnecting systems of knowledge Managing complexity and uncertainty Social and economic environnement Different cultural systems of meaning and values Mastering complexity of information through groupwork Complexity & uncertainty

  19. Autonomy as an end in itself Generating the conditions for responsibility Trusting other Self confidence Autonomy as a pre-condition Autonomy & trust

  20. Values of imagination Enchantement Re-enhancing values of imagination Play Pleasure Dream work

  21. Through negotiation with the teacher & the institution Building a conventional framework Through the experience of communication (and sharing) Through rituals Through a negotiation process within the group Conventions

  22. Power Teachers The learner The Institution Redistributing the levers of power Learners

  23. ENGINEERING

  24. Disjonction of rhythms & physical spaces Asynchronic Time Disjonction of rhythms Autonomous management, decisions over activity (work and leisure), family visit of a farm or a museum, schoolwork, usages of electronic medias Students individually use available resources: documentation centre, computing facilitries, etc. Physical co-presence Physique separation The classroom assembles students, who are simultaneously and physically co-present, in order to run an activity either together or in small groups Virtual co-presence as enabled by radio, television, audio & video-conferencing or computer-conferencing Disjonction of physical spaces Unity of time, space, and action Synchronic Time Reconsidering the topography of the educational space

  25. Key dimensions • Organisation • Pedagogy • Technology • Economics

  26. PROFESSIONALITY

  27. The future (already present)of a job • Managing complexity • Managing individuals and groups • Managing resources

  28. END

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