VIKMA16 Learning Society

Faculty of Arts
Spring 2019
Extent and Intensity
1/1/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
RNDr. Michal Černý, Ph.D. (lecturer)
Guaranteed by
PhDr. Petr Škyřík, Ph.D.
Division of Information and Library Studies – Department of Czech Literature – Faculty of Arts
Contact Person: Mgr. Sabina Kubisová
Supplier department: Division of Information and Library Studies – Department of Czech Literature – Faculty of Arts
Timetable
Fri 14:00–15:40 C11
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
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.
Learning outcomes (in Czech)
Na konci kurzu bude student schopen:
  • kritické reflexe fenoménu učící se společnosti v jejím sociologické, pedagogickém, technologickém i filosofickém kontextu.
  • systematicky hovořit o o trendech a prediktivních metodách a o nových fenoménech, které s učící se společností souvisí.
  • kriticky systematicky reflektovat sebou zvolenou oblast učící se společnosti
  • reflektovat význam a možnosti neformálního učení
  • reflektovat význam a možnosti informálního učení
  • reflektovat význam a možnosti kooperativního učení, P2P learningu
  • reflektovat význam a možnosti implemenatce technologií do edukačního procesu
  • reflektovat vztahy mezi jednotlivými formami vzdělávání a edukačními aktéry
  • chápe sociální dimense učení a jejich vztah k digitálnímu prostředí
    • Syllabus
    • 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
    Literature
    • 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.
    • FISHER, Mark. 2010. Kapitalistický realizmus. Rybka publishers. ISBN: 9788087067697
    • DOWNES, Stephen. Connectivism and Connective Knowledge: essays on meaning and learning networks. Stephen Downes Web, 2012.
    • DOWNES, Stephen. Access: Future. Research Council of Canada, 2011.
    • 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.
    • LIESSMANN, Konrad Paul. Teorie nevzdělanosti : omyly společnosti vědění. Translated by Jana Zoubková. Vyd. 1. Praha: Academia, 2008, 125 s. ISBN 9788020016775. info
    • SAK, Petr, Jiří MAREŠ, Hana NOVÁ, Vít RICHTER, Karolína KOLESÁROVÁ and Jarmila SKALKOVÁ. Člověk a vzdělání v informační společnosti. Vydání 1. Praha: Portál, 2007, 290 stran. 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 Saša 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
    Czech
    Further comments (probably available only in Czech)
    Study Materials
    Listed among pre-requisites of other courses
    The course is also listed under the following terms Spring 2014, Spring 2015, Spring 2016, Spring 2017, Spring 2018, Spring 2020, Spring 2021.
    • Enrolment Statistics (Spring 2019, recent)
    • Permalink: https://is.muni.cz/course/phil/spring2019/VIKMA16