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An Educational Approach to Communication at

School

MAILBOX, a project of the SOCRATES-EOD Programme 1996-1998

DG 22 of the European Commission

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Focus points

Ideology Specificity Models Uses of communication Engineering Professionality

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IDEOLOGY

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How to position oneself?Evolution

Involution

Revolution

Critical Space

Utilitarians wishing no change to their practices but favorable to the

'integration of technological tools

Utilitarians & non-utilitarianscalling for social transformation and for

'integration of technological tools

Utilitarians & non-utilitariansconsidering that education, as it is,

is what it ought to be

Non-utilitarians with strong socio-political references

Radical views onsocialchange

Curiosity / motivation vis-a-vis technology

Lack of interest or hostility vis-a-vis technology

Call for social change

Satisfaction with status quo

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SPECIFICITY

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Three essential characteristics

Dictation

Culture

Service

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MODELS

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The reference Model: The pedagogical triangle

Knowledge

Teacher LearnerTraining

Teaching Learning

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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

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A dynamicsof learning

A relationship of initiation

A relationship of exchange

A relationship of identity

A relationship of use

Self

The teacher

The other

students

The instruments

Model transformation: Learning…

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and teaching... beyond teaching

Didactics

Mimesis

Epistemics

Dynamics

The contents of knowledge (the core)

The skills (the processes)

A world to constructAworld of hypotheses

and models

A given worldA world of aeternal

truths

MimicryReproduction

Display

Explanation MemorisationRestitution

ThoughtExchangeSharingProblem-solving

Animation

TransmissionAppropriationSelf expression

Assistance

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Communication at school: a four-stranded braid

Didactics

Mimesis

Epistemics

Dynamics

The contents of knowledge (the core)

The skills (the processes)

A world to constructAworld of hypotheses

and models

A given worldA world of aeternal

truths

Communication as transmission of informationVerbal communication

Reflexive communication cross-temporalcrossr-generational

Communication as integrational, orchestral sharing

Non verbal, kinaesthetic, corporeal, visuelle communication

Explanation Interpretation

Projection Interaction

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Uses ofcommunication

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4 uses of reference

Electronic mail

Searching information on the Internet

Computer conferencing (IRC)

Video-conference

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Resources

New meansTransfer

Processing

Communication

Data Storage

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Modes

New patterns ofbehaviourResearch

Project

Cooperation

Methods

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5 major arguments

Complexity & uncertainty

Autonomy & trust

Values of imagination

Conventions

Power relations

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Complexity & uncertainty

Managing complexity

and uncertainty

Social and economic

environnement

Interconnecting systems of knowledge

Different cultural systems of meaning

and values

Mastering complexityof information

through groupwork

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Autonomy & trust

Generating theconditions for

responsibility

Trusting other Self confidence

Autonomyas a

pre-condition

Autonomyas an end

in itself

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Values of imagination

Re-enhancing values of imagination Pleasure Play

Dream work

Enchantement

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Conventions

Building a conventional

framework

Through the experience of

communication (and sharing)

Through negotiation with the teacher & the

institution

Through a negotiationprocess within

the group

Through rituals

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Power

Redistributing the levers of power

The learner The Institution

Learners

Teachers

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ENGINEERING

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Reconsidering the topography of the educational space

Disjonction ofphysical spaces

Students individually use available resources: documentation centre,

computing facilitries, etc.

Autonomous management, decisions over activity (work and leisure), family visit of a farm or a museum, schoolwork, usages of

electronic medias

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

Synchronic Time

Physicalco-presence

Asynchronic Time

Physiqueseparation

Disjonction of rhythms

Disjonction of rhythms &physical spaces

Unity of time, space, and action

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Key dimensions

Organisation

Pedagogy

Technology

Economics

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PROFESSIONALITY

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The future (already present)of a job

Managing complexity

Managing individuals and groups

Managing resources

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END