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NEW SKILLS FOR FUTURE
JOBS EUROGUIDANCE CROSS BORDER SEMINAR 14 MAY 2019
BLED
EFOP-3.2.15-VEKOP-17-2017-00001
„A köznevelés keretrendszeréhez kapcsolódó mérés-értékelés és digitális fejlesztések,
innovatív oktatásszervezési eljárások kialakítása, megújítása”
TAMÁS JANKÓADVISOR
CENTRE FOR DIGITAL PEDAGOGY AND METHODOLOGY,
HUNGARY
IN 2019
All students in
general education
were born in the
21st century
All those who are
teaching them,
were born in the
last century
Students under 18 are 3 years
younger at least than Google
WHICH SECTORS ARE IN DANGER BY THE
AUTOMATION?
Source: McKinsey
JOBS DISAPPEARING
“Automation applies on only a task, and
it does not cover a complete job of a
worker”
(James Bessen)
THE VICTORY OF THE BANK TELLERS OVER ATMS
“If a given mental task is completed under one second by an average person, most likely this
task could be automated by AI, now, or in the near future. ”
(Andrew Ng)
HUMANS AS ROBOTS
THE PARADOX OF CHOICE
The disappearing advantage of
the growing number of choices
The growing disadvantages of
the growing number of choices
The sum of the two effects
The efficiency of robotization
THE DIMENSIONS OF AUTOMATION
Automation of the production Automation of a cognitive
procedure
Social Robotics
Type of task• Large quantity
• Simple
• Routine
• Complex
• Research based
• Not routine
• Support for decision
• Mixed routine or not routine
• Based on cooperation
Operational
method
• Order based
• Could be developed by machine
learning
• Machine Learning
• Hybrid AI
• Need for data and human trainer
• Learns from the human contacts and
from data
Area of
Application• Wide
• Large number of business processes
• Focused
• Aimed at specific data groups
• Designed for a specific outcome
• Wide
• May improve the human efficiency in
a wide range of activities
Level of
disruption• Low to medium • High • Medium to High
Accessebility • Mature products
• Shelf products
• Products under development
• Some are already in use
• Products under development
• Shelf products
Cost • Low • High • Medium/High
Timing • Weeks • Months • Months
ROI• High
• Fits for present procedures
• High
• May change the present procedures
• High
• May significantly improve productivity
Forrás: Willis Tower Watson
DEPRECIATION OF KNOWLEDGE
• Lexical knowledge grows in
such a pace that we should
not create the illusion that one
can acquire all
• The single skill alone to
remember information is
loosing its value but it is not
dispensable.
• At the time when the amount
of information was limited,
education opened the doors.
• In the case of too much
information, education should
help in selection.
0
20
40
60
80
100
120
Only oneperson knows
Written downin few copies
Could belooked up in
library
Aviable oninternet
Amount of available information
Amount of accessible information
DEPRECIATION OF KNOWLEDGE
• The relevance of the picture
created of the world declines
without continuous learning.
• The knowledge of adults is
not necessarily
unquestionable.
• The relevance of the
knowledge of younger
generations may be higher
than the one of the adults.
• What could teach a teacher if
her/his amount of knowledge
is larger than the one of the
students, but the relevance of
this knowledge is lower?0
10
20
30
40
50
60
70
80
90
5 years old 10 years old 20 years old 50 years old
1950 2050
REACHING FOR INFORMATION
Hey,
Siri!
Post truth:
Objective facts
count less when
one formulates an
opinion, than
emotions.
„POST TRUTH WORLD”
Facts and the truth are loosing their values. Answers on the questions areselected by algorithms, even more, there is no need for questions, while earlierthere was only one reliable source of the information.
• Mycenaean vase
• Hungarian
Educational portal
(NKP): 3 hits
• Europeana: 423 hits
• Google: 5030 hits
THE CRITICAL SENSE AND THE CONTEXT IS
MORE IMPORTANT THAN THE INFORMATION
• Are the digital competencies beneficial for all of us?
• Can you acquire digital competencies outside of the school system?
• Is the lack of digital competency a disadvantage in life?
• Does the public education ensure the appropriate digital competencies for everyone?
DIGITAL TRANSFORMATION OF THE PUBLIC EDUCATION
PERFORMANCE IN DIGITAL READING, DATA FROM PISA 2012
Source: OECD, PISA 2012. database, Table 1.4.1a.
LITERACY PROFICIENCY OF ADULTS AND COMPUTERS
• Multiplication of human physical
force
• Specialization and optimalisation
• Complex routine tasks
• Changing the procedure based on
external effects
• Solving complex problems
• Critical thinking
• Creativity
• Groupwork
• Curiosity
IN WHICH FIELDS COULD WE BE BETTER THAN
THE ROBOTS?
CHANGING NEEDS OF THE LABOUR MARKET
5. gen OPS5
4. gen LabVIEW
3. gen C++, Java
2. gen assembly
1. gen machine
code
PERFORMANCE IN DIGITAL READING, DATA FROM PISA 2012
Forrás: OECD, PISA 2012. database, Table 1.4.1a.
PILLARS OF DIGITAL EDUCATION STRATEGY
(DOS) OF HUNGARY
Tracking and monitoring
students achievements
Equal Opportunities
Security and Safety
• All students must be
provided the means
• to reach a definitive
level of digital
competency!
What do we need for
this?
THE DIGITAL TRANSFORMATION OF THE PUBLIC
EDUCATION IS NOT AN OPTION ANY MORE
Educational Aims
• Education Strategy
• National curriculum
• Outcome requirements
Content
• Curricula
• Educational aides, materials
• Tools for assessment and-evaluation
Pedagogical Methods
• Teacher training in college
• CPD for teachers
• Other knowledge transfer networks
Environment
• Building and furniture
• Equipment
• Services
Institutions
• Curriculum, syllabus
• Support
• Community of practice
Regulation
• External assessment
• Professional career building
• School inspection
1. Revision and adaptation of the
regulations regarding the
contents and curriculum of
public education
2. Improve the assessment, the
evaluation and the examination
system of the public education
3. Improve further the diagnostic
evaluation system
4. Policy development of thematic
weeks and days in education
5. Developments in the digital
pedagogy
6. Thematic informal and non-
formal learning possibilities
and forms
7. Knowledge management
interface
8. Assessment of the teachers in
terms of digital competencies, and
further development
Education Authority
1.
2. 3.
4.
5.
6.7.
8.
8.
5.
... AND DIGITAL DEVELOPMENTS
Educational Aims
•Education Strategy
•National curriculum
•Outcome requirements
Content
•Curricula
•Educational aides, materials
•Tools for assessment and-evaluation
Pedagogical Methods
•Teacher training in college
•CPD for teachers
•Other knowledge transfer networks
Environment
•Building and furniture
•Equipment
•Services
Institutions
•Curriculum, syllabus
•Support
•Community of practice
Regulation
•External assessment
•Professional career building
•School inspection
Building
blocks of
public
education
The future is already here –it’s just not evenly distributed!
(William Gibson)
SUPPORT FOR POLICY MAKING AND
DEVELOPMENTAL POLICIES
Analysis of international,
EU and Hungarian policies
Thematical policy analysis Digital transformation and
innovation
Ex-ante evaluation
of the introduction
of digital competence
frameworks
Learning management and digital
transformation Innovative learning environment
Management and financial model
of the digital transformation
Educational Aims
• Education Strategy
• National Curriculum
• Outcome requirements
Content
• Curriculum
• Educational materials
• Tools for monitoring
Pedagogical methods
• Initial teacher training
• CPD of teachers
• Knowledge transfer
Environment
• Building and furniture
• Equipments
• Services
Institutions
• Tanterv, tanmenet
• Support
• Community of practice
Regulation
• External assessment
• Professional career
• School inspection
THE DIGITAL COMPETENCE FRAMEWORK
The task of DigComp framework is:
In the case of the essential digital competences based on social and economic needs:
• Define them,
• Measure them,
• Approve and certify them on state level
Pedagogical methods
- Insert into teacher training
- Insert into the model career of teachers
- Modify the description of teacher training
(KKK)
- Collection of good practices at
organisational level
Content regulation system
Opinion and proposal: NAT basic concept
Detailed proposal : NAT specific areas
Curriculum: requirements of subjects
Educational Aims
• Köznevelési stratégia
• Nat
• Kimeneti követelmények
Contents
• Kerettantervek
• Tananyagok
• Mérés-értékelési eszközök
Pedagogical Methods
• Alapképzés
• Pedagógus továbbképzés
• Egyéb tudástranszfer hálózatok
Környezet
• Épület és bútorok
• Eszközök
• Szolgáltatások
Intézmények
• Tanterv, tanmenet
• Támogatás
• Közösség
Regulation
• Külső mérés
• Életpálya
• Felügyelet
Digital Competences for the
citizen (DigComp 2.1)
Digital competences for
the students
Digital Competences for the
teachers (DigCompEdu)
DigCompOrg
Digital Business
Card System for
schools (DNR)
SELFIE
Leadership and management of the school
• Digital technology is in the strategy of the institution
• The commitment and preparedness of the leadership
• The commitment of the teachers
• Digital culture is present in the documentation
• The evaluation and the supervision of the implementation plan
• The relation between the school regulation and digital culture
• Analysis of the outcomes and data
• The possibilities of the teachers, new incentives and bonuses
• The relation of digital technology and the school administration
• Self-assessment of the institution
Digital culture of the school
• Institutional communication
• Digital self-representation
• The ethical use of contents
• Thematic networks and partner relations
• Create and share digital contents
Infrastructure of the school• Development and procurement of digital equipments
• Learning Spaces (physical and virtual environment), BYOD
• Network infrastructure
• The management of the digital equipment (human resources and system)
• Support for digital pedagogy and technology
• Regulations, security, data protection
Digitally mature
Digitally advanced
Digitally competent
Digitally beginner
Digitally not involved
A DIGITAL SCHOOL
Oktatási célok
• Köznevelési stratégia
• Nat
• Kimeneti követelmények
Tartalom
• Kerettantervek
• Tananyagok
• Mérés-értékelési eszközök
Pedagogical methods
• Alapképzés
• Pedagógus továbbképzés
• Egyéb tudástranszfer hálózatok
Environment
• Épület és bútorok
• Eszközök
• Szolgáltatások
Institutions
• Tanterv, tanmenet
• Támogatás
• Közösség
Regulation
• Külső mérés
• Életpálya
• Felügyelet
THE DISSEMINATION OF THE DIGITAL PEDAGOGY
Oktatási célok
• Köznevelési stratégia
• Nat
• Kimeneti követelmények
Content
• Kerettantervek
• Tananyagok
• Mérés-értékelési eszközök
Pedagogical methods
• Alapképzés
• Pedagógus továbbképzés
• Egyéb tudástranszfer hálózatok
Környezet
• Épület és bútorok
• Eszközök
• Szolgáltatások
Institutions
• Tanterv, tanmenet
• Támogatás
• Közösség
Szabályozás
• Külső mérés
• Életpálya
• Felügyelet
Widening the choice of the digital content service
• Concept for the digital content service and
recommendation for interoperability standards
• Involve the public art and cultural collections
Enrich the culture of digital methods
• Adaptation and share of national and
international best practice
• Creating model sets of education materials
Defining job descriptions for digital learning
advisors, educational assistants for the schools
Professional support for EU grants
• EFOP 3.2.3. – VEKOP 7.3.3., and support for
other priority key projects
Networking
• Creating institutional and teacher
communities
KDTK, KDS
DFT, PLA
DigKomp
DTH
TASKS AND PRODUCTS (BY THEMATIC FIELDS)
Tasks Products
Thematical policy analyses The effects of the digital transformation on organising the
learning process, and on the management of education
Elaborate and publish model sets of education materials
for digital pedagogical methodology
48 model sets
Explore, analyse and publish the already existing best
practices
35 already existing best practice
Call for proposals for best practices (autumn of 2018 and
2019)
Lesson plans, thematic plans, project plans
PLA international best practices Target countries: UK, Finland (84 teachers, 16 experts) ;
collecting 28 institutions
Digital Thematic Week Methodological descriptions in the knowledge management folder
(31 in 2018, + 9 media sets)
Organising model classes Depending on the available budget: 2 days, 1 week, 2 weeks
Procurement of model equipments 10 different types/21 hardware tools
Creation of a horizontal knowledge management interface dpmk.hu, digitalistemahet.hu + development on need
Webinars and workshops 22 webinars, 9 workshops
• Providing the conditions for a digital school
• Ensure regular, normative financial support
• Ensure the replacement, maintenance and sustainability
• Offer a permanent service environment
HOW TO SUSTAIN A DIGITAL SCHOOL
Oktatási célok
• Köznevelési stratégia
• Nat
• Kimeneti követelmények
Tartalom
• Kerettantervek
• Tananyagok
• Mérés-értékelési eszközök
Pedagógiai módszerek
• Alapképzés
• Pedagógus továbbképzés
• Egyéb tudástranszfer hálózatok
Evironment
• Épület és bútorok
• Eszközök
• Szolgáltatások
Intézmények
• Tanterv, tanmenet
• Támogatás
• Közösség
Regulation
• Külső mérés
• Életpálya
• Felügyelet
Guidebook on model
classroom and
school
Issue network
recommendations
Modification of the
20/2012. EMMI
regulation
Proposal for
modification of the
National act on
budget
MIDO
Analytical tools from the cloud technology which are based on
artificial intelligence could be used in education.
The aim of the MIDO:
Channelling all the cumulative AI knowledge from the Hungarian
business partners and stakeholders into the education domain,
via partnerships and knowledge management between the
business representatives and stakeholders from the education
side.
The scope of MIDO starts from the classroom, through the
schools and the school maintainers until the whole education
administration and school inspection.
The number of the interested partners are growing, tangible
results were improved. The Centre of Digital Pedagogy and
Methodology (DPMK) is ready to share all the results, and work
on and manage further pilots on the field of Artificial Intelligence.
AI BASED DECISION SUPPORT SYSTEMS IN THE
EDUCATION („MIDO”)
CENTRE FOR DIGITAL PEDAGOGY AND METHODOLOGY
DIGITÁLIS PEDAGÓGIAI MÓDSZERTANI KÖZPONT (DPMK)
policy support
Modification of the 20/2012. (VIII. 31.) EMMI regulation
„Description of the compulsory (minimum level) equipment and facilities of
the educational institutions ”
Implementation of the Digital Competence framework (DigComp)
Implementation of the digital competence framework of students and
teachers
Recognition of the digital competence in content regulation: NAT
Supplement the requirements for teacher training and CPD for teachers
Definition of the school level requirements in terms digital transformation : Digital
Business Card System (DNR)
Concept for the digital content service and system for interoperability
Digital Thematic Week ( 8-12 April, 2019)
Aim: enlarge digital projects for the whole school year
TASKS OF DPMK IN COOPERATION WITH THE
MINISTRY OF HUMAN CAPACITIES (EMMI)
RECOMMENDATIONSC
ollect
ion
an
d
an
aly
sis
•COLLECT AND ANALYSE THE EXISTING
„GOOD PRACTICES”
•Search for the publication platforms,
•Good practices, model projects, model
programs :
•Analysis,
•Prepare for publication and upload,
•Elaboration of the adaptation proposals.
Teacher
train
ing
•ANALYSIS OF AND POLICY PROPOSALS
FOR THE SUPPLY ON DIGITAL EDUCATION
BASED TEACHER TRAINING COURSES
•Analysis of the teacher training courses
supported by digital education methods
•Exploration of gaps and deficits
•Elaboration of recommendations
dpmk.hu
• Possess high- level fundamental basic
skills
• Be curious
• Be critical
• Be able to give presentations
• Be able to work in groups
THEN WHAT SHOULD THE STUDENT BE
CAPABLE OF?
• Ability to select adequate source of
information
• Ability to restrict the number of options
through applying correct filtering
• Ability to validate decisions
• Ability to identify patterns and define rules
WHAT ELSE IS REQUIRED FROM THE CHILD?
EXPECTATIONS FROM THE STUDENTS:
• At school:– No talking with others
– Following the given instructions
– Using the given source of information
– Working individually, not relying on the knowledge of others
• At workplace:– Discussing the task with
others
– Solving tasks without instructions
– Finding solutions no matter how
– Being a team player, using the knowledge of the team
CHANGING ROLE OF THE TEACHER
Teacher being active in 80% of class Students being active in 80% of class
- The teacher is active in the 80% of the
lessons
- The students do not communicate with
each other
- There is one single source of information
TRADITIONAL EDUCATION
THE EVIRONMENT FOR DIGITAL
PEDAGOGY
Dynamic
design
PDF 3D Scheming
THE ADDED VALUE OF DIGITAL PEDAGOGY
SSubstitution
MModification
AAmplification
RRecontextualize
SPECIFIC DIGITAL SOLUTIONS IN EDUCATION
Digital sensors
Virtual reality
Augmented Reality
Mixed Reality
Coding
SUPPORTING TOOLS FOR EDUCATION
EDU100
https://www.toptools4learning.com/infographic/
TRENDS
Web (youtube, google, .audio, e-book extracts)
Cloud (office apllications, data storing/sharing)
Online courses
Course and content development
Collaboration tools
Interactive voting systems
Thriving ecosystem of Microsoft
Videoconference (rising, unlike webinars and web
conferences)
https://www.toptools4learning.com/analysis/
PYRAMIDIC OF LEARNING
Source: Éva Gyarmathy
UNINTENTIONALLY
BY READING
BY LISTENING
VISUALLY
AUDIO - VISUALLY
BY DOING IN PRACTICE
BY EDUCATING OTHERS
BLOOM’S TAXANOMY
• Digital pedagogy ≠ pedagogy adided by
digital tools
• Digital pedagogy = pedagogy which
prepares for digital life• Digital pedagogy is not the linear continuation of tranditional pedagogy, it is
not building on traditional pedagogy but it replaces, substitutes some
elements of it.
DIGITAL PEDAGOGY
• Does not provide knowledge, but the abilityto select and acquire it.
• There is no creativity without the possibilityof errors!
• Knowing the technology is a must, howeverthe lack of self-awareness and goals leadsto the technology ruling us and not the otherway around!
EDUCATION IN THE ERA OF INDUSTRY 4.0
MANDATORY ELEMENTS OF A SUCCESSFUL CV
Complex problem solving
• Information management
• Critical approach
• Analysis
• Pattern recognition and algorithmisation
Communication skills
• Organization and presentation of information
• Optimal way of accessing information
Search Store
Visualize Animate
Analyze Edit
Publish
Digital compentence
THANK YOU FOR YOUR
ATTENTION !
EFOP-3.2.15-VEKOP-17-2017-00001
„A köznevelés keretrendszeréhez kapcsolódó mérés-értékelés és digitális fejlesztések,
innovatív oktatásszervezési eljárások kialakítása, megújítása”
Tamás JANKÓ
Centre for Digital Pedagogy and
Methodology, Hungary
Digitális Pedagógiai Módszertani Központ
www.dpmk.hu