ISKED03 General and school pedagogy

Faculty of Arts
Spring 2020
Extent and Intensity
1/1/0. 3 credit(s). Type of Completion: zk (examination).
RNDr. Michal Černý (lecturer)
Guaranteed by
PhDr. Petr Škyřík, Ph.D.
Department of Information and Library Studies - Faculty of Arts
Contact Person: Mgr. Alice Lukavská
Supplier department: Department of Information and Library Studies - Faculty of Arts
Fri 12:00–13:40 D21
Course Enrolment Limitations
The course is offered to students of any study field.
The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 2/20, only registered: 1/20, only registered with preference (fields directly associated with the programme): 0/20
Course objectives
The course is a lecture discussion character. It is expected that half of the time will be devoted to theoretical introduction to the topic, the remainder will be maintained as a discussion seminar. For this reason, it is expected attendance at least 50%. Student on six themes from the menu surrenders short preparation based on reading resource itself deems appropriate and which will develop the a topic and allow the creation of a elementrary framework for intellectual discussion.
Students have the opportunity before the start of the semester influence the content and thematic selection of lectures. The course utilizes the concept of open syllabus. It is published in Google Docs, and you can comment on it. Comments will be reflected in the very conception of the subject. Similarly, they can participate in the selection of recommended literature and their own reading material they deem interesting recommend other learners course.
At the end of the course students will be able to critical reflection on the phenomenon of learning society in   its sociological, educational, technological and philosophical context. Will have a basic overview of trends and predictive methods and a   new phenomena that the learning society related.
  • definition of a learning society, technological change, technology penetration. Trend analysis and prediction of changes (Deloitte, Garners, Google Trends, ..), methodology, futures studies
  • Adult education policy, accreditation processes and institutions, 70:20:10
  • Open Education and Open Science, mooc, SOOC, civic science, Wikipedia, a wiki access wiki communities, non-linear learning
  • Connectivism and his criticism, PLE, self-directed learning and self-determination, heutagogika, curricula, co-curiculum, portfolio teaching and criticism
  • University   historical perspective and future Ecole 42, P2PU, Open University, learning communities, learning society, P2P learning, peer learning, learning in social networks, libraries without books
  • Changing educational processes, new forms and methods of education, learning in   cyberspace kybergogika, cyberlearning vs. e-learning
  • Changing society, information society, changing roles, philosophical questions of a learning society: What is education? K ~ What do we learn? Lifelong learning, adult learning, various forms of approaches
  • Learner human and AI, AC, neural networks, mental models, creativity, creative control. Evidence based learning, data-driven education and criticism (dehumanisace)
  • EDTECH and corporations, commercial, education, business education, how to establish a school or school facility
  • edTech in pedagogy, andragogy and edTech
  • Critical approach to edTech, of misuse of new technologies; psychological shifts: attention, memory, multitasking, HCI, HCD and edudesign
  • SEP, RVP, career system for teachers, ICT coordinator, mentor: educational policy for primary and secondary schools, skills for 21st century learning competency models, alternative education paths and concepts, DIY, tests and historical contexts, contemporary forms of alternative education
  • Technology and technology trends changing education, edTechové discourses, interest groups, key innovators, education uncertainties, key personalities trends, thinking and working out, targeted building a digital footprint
  • Digital sociology and psychology; Generation X and Y, digital natives, digital nomads, modeling of social phenomena, network generation, cognitive Dissonance, influencers, patterns, content filtering, sebeverifikační theory ... Third and fourth scientific revolution, the time data, industry 4.0, education and science-based on the data and their analysis, analysis limits, BI, data mining, modeling
  • DOWNES, Stephen. Connectivism and Connective Knowledge: essays on meaning and learning networks. Stephen Downes Web, 2012.
  • FISHER, Mark. 2010. Kapitalistický realizmus. Rybka publishers. ISBN: 9788087067697
  • DOWNES, Stephen. Free learning: Essays on open educational resources and copyright. National Research Council Canada. Stephen Downes Web, 2011.
  • MOORE, Gordon. Progress in Digital Integrated Electronics. IEEE, IEDM Tech Digest. 1975 pp.11-13.
  • FREY, Carl Benedikt; OSBORNE, Michael A. The future of employment: how susceptible are jobs to computerisation. Retrieved September, 2013, 7: 2013.
  • SIEMENS, George. Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning, 2005, 2.1: 3-10.
  • DOWNES, Stephen. Access: Future. Research Council of Canada, 2011.
  • LIESSMANN, Konrad Paul. Teorie nevzdělanosti : omyly společnosti vědění. Translated by Jana Zoubková. Vyd. 1. Praha: Academia, 2008. 125 s. ISBN 9788020016775. info
  • SAK, Petr and Jiří MAREŠ. Člověk a vzdělání v informační společnosti : [vzdělávání a život v komputerizovaném světě]. Vyd. 1. Praha: Portál, 2007. 290 s. ISBN 9788073672300. info
  • RANKOV, Pavol. Informačná spoločnosť - perspektívy, problémy, paradoxy. Vyd. 1. Levice: Koloman Kertész Bagala, 2006. 173 s. ISBN 8089129919. info
  • TICHÁ, Ivana. Učící se organizace. Vyd. 1. V Praze: Česká zemědělská univerzita, 1999. 56 s. ISBN 80-213-0574-6. info
  • LEARY, Timothy. Chaos a kyberkultura. Edited by Michael Horowitz, Translated by Alexandr Neuman. Praha: MAŤA, 1997. 371 stran. ISBN 8085905302. info
Teaching methods
Lecture, discussion, independent elaboration of preparation, final essay.
Assessment methods
The examination consists of three parts - the evaluation of six short preparation, essay on one specific theme in the range of 15-20 thousand characters, working with literature and discussion about the chosen topic. Spot ratio is 1: 2: 3.
Language of instruction
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
General note: Předmět je určen pro studenty CŽV.
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2019.
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