FF:ISKM06 Learning Society - Course Information

ISKM06 Learning Society

Extent and Intensity

1/1/0. 5 credit(s). Type of Completion: zk (examination).

Teacher(s)

RNDr. Michal Černý, Ph.D. (lecturer)
doc. Mgr. Radim Šíp, Ph.D. (lecturer)

Guaranteed by

doc. Mgr. Radim Šíp, 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

Timetable

Fri 12:00–13:40 D21

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

there are 7 fields of study the course is directly associated with, display

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

At the end of the course the student will be able to:

critical reflection of the phenomenon of the learning society in its sociological, pedagogical, technological and philosophical context. to systematically talk about trends and predictive methods and about the new phenomena that are associated with the learning society.

to critically systematically reflect on the chosen area of the learning society

reflect the meaning and possibilities of non-formal learning

reflect the importance and possibilities of informal learning

reflect the importance and potential of cooperative learning, P2P learning

to reflect the importance and possibilities of implementing technologies in the education process

to reflect the relationships between the different forms of education and the educational actors

understands the social dimension of learning and its relation to the   digital environment

Syllabus

• 1. Two definitions of the notion of learning society, technological change, technology penetration. Trend Analysis and Prediction Prediction (Deloitte, Garners, Google Trends, ..); prediction methodology; futures studies
• 2. Adult Education Policy, Accreditation Processes and Institutions, 70:20:10
• 3. Open Education and Open Science, MOOC, SOOC, Civil Science, Wikipedia, Wiki Access, Wiki Community, Nonlinear Learning
• 4. Connectivism and its critique, PLE, self-directed and self-directed learning, heutagogy, curricula, co-curriculum, portfolio teaching and their critique
• 5. Universities in Historical Perspective and Future, École 42, P2PU, OpenUniversity, learning communities, learning companies, P2P learning, mutual learning, learning on social networks, books without books
• 6. Changing educational processes, new forms and methods of learning, cyber-learning, kybergetics, cyberlearning vs. e-learning
• 7. Changing Society, Information Society, Changing Roles, Philosophical Issues of Learning Society: What is Learning? What do we learn? Lifelong learning, adult learning, different forms of approach
• 8. Learning man and AI, AC, neural networks, mental models, creativity, creativity management. Evidence based learning, data of controlled education and its critique (dehumanisation)
• 9. edTech and corporations, commercial education, business education, how to establish a school or school facility
• 10. edTech in pedagogy, edTech in andragogics
• 11. Critical Approach to Edge, Abuse of New Technologies; psychological shifts: attention, memory, multitasking, HCI, HCD and edudesign
• 12. SEP, RVP, Teacher Career Regulations, ICT Coordinator, mentor: Elementary and Secondary Education Policy, Competence for the 21st Century, Learning Competence Models, Alternative Educational Trips and Concepts, DIY, Historical Experiments and Contexts, Contemporary Forms of Alternative Education
• 13. Technology and Technology Trends Changing Education, EdTech Discourses, Interest Groups, Key Innovators, Pedagogy of Uncertainty, Key Personality Trends, Thinking and Working Out Loud, Designed Digital Tracks
• Replacement topic: Digital Sociology and Psychology; Generation X and Y, digital natives, digital nomads, modeling social phenomena, network generation, cognitive dissonance, influencers, patterns, content filtering, self-verification theory, ... Third and Fourth Scientific Revolution, Time Data, Industry 4.0, Education and Science on data and their analysis, analysis limits, BI, data mining, modeling

Literature

recommended literature
• DOWNES, Stephen. Access: Future. Research Council of Canada, 2011.
• ČERNÝ, Michal. Informační a učící se společnost. 1. vyd. Brno: Paido, 2017. 144 s. ISBN 978-80-7315-263-5.
• DOWNES, Stephen. Free learning: Essays on open educational resources and copyright. National Research Council Canada. Stephen Downes Web, 2011.
• Šíp, Radim. . Proč školství a jeho aktéři selhávají. Kognitivní krajiny a nacionalismus. Brno: MUNIPress. 2019
• FREY, Carl Benedikt; OSBORNE, Michael A. The future of employment: how susceptible are jobs to computerisation. Retrieved September, 2013, 7: 2013.
• ČERNÝ, Michal. Digitální kompetence v transdisciplinárním nahlédnutí: mezi filosofií, sociologií, pedagogikou a informační vědou. Brno: Masarykova univerzita. 2019. 190 s. ISBN 978-80-210-9330-0.
• DOWNES, Stephen. Connectivism and Connective Knowledge: essays on meaning and learning networks. Stephen Downes Web, 2012.
• MOORE, Gordon. Progress in Digital Integrated Electronics. IEEE, IEDM Tech Digest. 1975 pp.11-13.
• ČERNÝ, Michal. Fenomenologicko-pragmatistická interpretace hyperkonektivistického světa: k problémům filosofie informace. 1. vyd. Brno: Masarykova univerzita, 2020. 154 s. ISBN 978-80-210-9454-3.
• 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

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

• Enrolment Statistics (Spring 2020, recent)
  
• Permalink: https://is.muni.cz/course/phil/spring2020/ISKM06