ISKM06 Learning Society

Faculty of Arts
Spring 2023
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)
Providers of Specific teaching support
Zbyněk Cincibus (přepisovatel)
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 B2.43
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
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
    • ZAWACKI-RICHTER, Olaf; JUNG, Insung. Handbook of Open, Distance and Digital Education. 2023.
    • ČERNÝ, Michal. Informační a učící se společnost. 1. vyd. Brno: Paido, 2017. 144 s. ISBN 978-80-7315-263-5.
    • Šíp, Radim. . Proč školství a jeho aktéři selhávají. Kognitivní krajiny a nacionalismus. Brno: MUNIPress. 2019
    • 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.
    • 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.
    • 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.
    • LIESSMANN, Konrad Paul. Teorie nevzdělanosti : omyly společnosti vědění. Translated by Jana Zoubková. Vyd. 1. Praha: Academia, 2008, 125 s. ISBN 9788020016775. info
      not specified
    • SHOHEL, M. Mahruf C. (ed.). E-learning and digital education in the twenty-first century. BoD–Books on Demand, 2022.
    • DOWNES, Stephen. Access: Future. Research Council of Canada, 2011.
    • DOWNES, Stephen. Connectivism and Connective Knowledge: essays on meaning and learning networks. Stephen Downes Web, 2012.
    • GOURLAY, Lesley. Posthumanism and the digital university: Texts, bodies and materialities. Bloomsbury Publishing, 2020.
    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
    The course is also listed under the following terms Spring 2020, Spring 2021, Spring 2022, Spring 2024, Spring 2025.
    • Enrolment Statistics (Spring 2023, recent)
    • Permalink: https://is.muni.cz/course/phil/spring2023/ISKM06