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„A köznevelés keretrendszeréhez kapcsolódó mérés-értékelés és digitális fejlesztések,

innovatív oktatásszervezési eljárások kialakítása, megújítása”

TAMÁS JANKÓADVISOR

CENTRE FOR DIGITAL PEDAGOGY AND METHODOLOGY,

HUNGARY

IN 2019

All students in

general education

were born in the

21st century

All those who are

teaching them,

were born in the

last century

Students under 18 are 3 years

younger at least than Google

WHICH SECTORS ARE IN DANGER BY THE

AUTOMATION?

Source: McKinsey

JOBS DISAPPEARING

“Automation applies on only a task, and

it does not cover a complete job of a

worker”

(James Bessen)

THE VICTORY OF THE BANK TELLERS OVER ATMS

“If a given mental task is completed under one second by an average person, most likely this

task could be automated by AI, now, or in the near future. ”

(Andrew Ng)

HUMANS AS ROBOTS

THE PARADOX OF CHOICE

The disappearing advantage of

the growing number of choices

The growing disadvantages of

the growing number of choices

The sum of the two effects

The efficiency of robotization

THE DIMENSIONS OF AUTOMATION

Automation of the production Automation of a cognitive

procedure

Social Robotics

Type of task• Large quantity

• Simple

• Routine

• Complex

• Research based

• Not routine

• Support for decision

• Mixed routine or not routine

• Based on cooperation

Operational

method

• Order based

• Could be developed by machine

learning

• Machine Learning

• Hybrid AI

• Need for data and human trainer

• Learns from the human contacts and

from data

Area of

Application• Wide

• Large number of business processes

• Focused

• Aimed at specific data groups

• Designed for a specific outcome

• Wide

• May improve the human efficiency in

a wide range of activities

Level of

disruption• Low to medium • High • Medium to High

Accessebility • Mature products

• Shelf products

• Products under development

• Some are already in use

• Products under development

• Shelf products

Cost • Low • High • Medium/High

Timing • Weeks • Months • Months

ROI• High

• Fits for present procedures

• High

• May change the present procedures

• High

• May significantly improve productivity

Forrás: Willis Tower Watson

DEPRECIATION OF KNOWLEDGE

• Lexical knowledge grows in

such a pace that we should

not create the illusion that one

can acquire all

• The single skill alone to

remember information is

loosing its value but it is not

dispensable.

• At the time when the amount

of information was limited,

education opened the doors.

• In the case of too much

information, education should

help in selection.

0

20

40

60

80

100

120

Only oneperson knows

Written downin few copies

Could belooked up in

library

Aviable oninternet

Amount of available information

Amount of accessible information

DEPRECIATION OF KNOWLEDGE

• The relevance of the picture

created of the world declines

without continuous learning.

• The knowledge of adults is

not necessarily

unquestionable.

• The relevance of the

knowledge of younger

generations may be higher

than the one of the adults.

• What could teach a teacher if

her/his amount of knowledge

is larger than the one of the

students, but the relevance of

this knowledge is lower?0

10

20

30

40

50

60

70

80

90

5 years old 10 years old 20 years old 50 years old

1950 2050

REACHING FOR INFORMATION

Hey,

Siri!

Post truth:

Objective facts

count less when

one formulates an

opinion, than

emotions.

„POST TRUTH WORLD”

Facts and the truth are loosing their values. Answers on the questions areselected by algorithms, even more, there is no need for questions, while earlierthere was only one reliable source of the information.

• Mycenaean vase

• Hungarian

Educational portal

(NKP): 3 hits

• Europeana: 423 hits

• Google: 5030 hits

THE CRITICAL SENSE AND THE CONTEXT IS

MORE IMPORTANT THAN THE INFORMATION

• Are the digital competencies beneficial for all of us?

• Can you acquire digital competencies outside of the school system?

• Is the lack of digital competency a disadvantage in life?

• Does the public education ensure the appropriate digital competencies for everyone?

DIGITAL TRANSFORMATION OF THE PUBLIC EDUCATION

PERFORMANCE IN DIGITAL READING, DATA FROM PISA 2012

Source: OECD, PISA 2012. database, Table 1.4.1a.

LITERACY PROFICIENCY OF ADULTS AND COMPUTERS

• Multiplication of human physical

force

• Specialization and optimalisation

• Complex routine tasks

• Changing the procedure based on

external effects

• Solving complex problems

• Critical thinking

• Creativity

• Groupwork

• Curiosity

IN WHICH FIELDS COULD WE BE BETTER THAN

THE ROBOTS?

CHANGING NEEDS OF THE LABOUR MARKET

5. gen OPS5

4. gen LabVIEW

3. gen C++, Java

2. gen assembly

1. gen machine

code

PERFORMANCE IN DIGITAL READING, DATA FROM PISA 2012

Forrás: OECD, PISA 2012. database, Table 1.4.1a.

PILLARS OF DIGITAL EDUCATION STRATEGY

(DOS) OF HUNGARY

Tracking and monitoring

students achievements

Equal Opportunities

Security and Safety

• All students must be

provided the means

• to reach a definitive

level of digital

competency!

What do we need for

this?

THE DIGITAL TRANSFORMATION OF THE PUBLIC

EDUCATION IS NOT AN OPTION ANY MORE

Educational Aims

• Education Strategy

• National curriculum

• Outcome requirements

Content

• Curricula

• Educational aides, materials

• Tools for assessment and-evaluation

Pedagogical Methods

• Teacher training in college

• CPD for teachers

• Other knowledge transfer networks

Environment

• Building and furniture

• Equipment

• Services

Institutions

• Curriculum, syllabus

• Support

• Community of practice

Regulation

• External assessment

• Professional career building

• School inspection

1. Revision and adaptation of the

regulations regarding the

contents and curriculum of

public education

2. Improve the assessment, the

evaluation and the examination

system of the public education

3. Improve further the diagnostic

evaluation system

4. Policy development of thematic

weeks and days in education

5. Developments in the digital

pedagogy

6. Thematic informal and non-

formal learning possibilities

and forms

7. Knowledge management

interface

8. Assessment of the teachers in

terms of digital competencies, and

further development

Education Authority

1.

2. 3.

4.

5.

6.7.

8.

8.

5.

... AND DIGITAL DEVELOPMENTS

Educational Aims

•Education Strategy

•National curriculum

•Outcome requirements

Content

•Curricula

•Educational aides, materials

•Tools for assessment and-evaluation

Pedagogical Methods

•Teacher training in college

•CPD for teachers

•Other knowledge transfer networks

Environment

•Building and furniture

•Equipment

•Services

Institutions

•Curriculum, syllabus

•Support

•Community of practice

Regulation

•External assessment

•Professional career building

•School inspection

Building

blocks of

public

education

The future is already here –it’s just not evenly distributed!

(William Gibson)

SUPPORT FOR POLICY MAKING AND

DEVELOPMENTAL POLICIES

Analysis of international,

EU and Hungarian policies

Thematical policy analysis Digital transformation and

innovation

Ex-ante evaluation

of the introduction

of digital competence

frameworks

Learning management and digital

transformation Innovative learning environment

Management and financial model

of the digital transformation

Educational Aims

• Education Strategy

• National Curriculum

• Outcome requirements

Content

• Curriculum

• Educational materials

• Tools for monitoring

Pedagogical methods

• Initial teacher training

• CPD of teachers

• Knowledge transfer

Environment

• Building and furniture

• Equipments

• Services

Institutions

• Tanterv, tanmenet

• Support

• Community of practice

Regulation

• External assessment

• Professional career

• School inspection

THE DIGITAL COMPETENCE FRAMEWORK

The task of DigComp framework is:

In the case of the essential digital competences based on social and economic needs:

• Define them,

• Measure them,

• Approve and certify them on state level

Pedagogical methods

- Insert into teacher training

- Insert into the model career of teachers

- Modify the description of teacher training

(KKK)

- Collection of good practices at

organisational level

Content regulation system

Opinion and proposal: NAT basic concept

Detailed proposal : NAT specific areas

Curriculum: requirements of subjects

Educational Aims

• Köznevelési stratégia

• Nat

• Kimeneti követelmények

Contents

• Kerettantervek

• Tananyagok

• Mérés-értékelési eszközök

Pedagogical Methods

• Alapképzés

• Pedagógus továbbképzés

• Egyéb tudástranszfer hálózatok

Környezet

• Épület és bútorok

• Eszközök

• Szolgáltatások

Intézmények

• Tanterv, tanmenet

• Támogatás

• Közösség

Regulation

• Külső mérés

• Életpálya

• Felügyelet

Digital Competences for the

citizen (DigComp 2.1)

Digital competences for

the students

Digital Competences for the

teachers (DigCompEdu)

DigCompOrg

Digital Business

Card System for

schools (DNR)

SELFIE

Leadership and management of the school

• Digital technology is in the strategy of the institution

• The commitment and preparedness of the leadership

• The commitment of the teachers

• Digital culture is present in the documentation

• The evaluation and the supervision of the implementation plan

• The relation between the school regulation and digital culture

• Analysis of the outcomes and data

• The possibilities of the teachers, new incentives and bonuses

• The relation of digital technology and the school administration

• Self-assessment of the institution

Digital culture of the school

• Institutional communication

• Digital self-representation

• The ethical use of contents

• Thematic networks and partner relations

• Create and share digital contents

Infrastructure of the school• Development and procurement of digital equipments

• Learning Spaces (physical and virtual environment), BYOD

• Network infrastructure

• The management of the digital equipment (human resources and system)

• Support for digital pedagogy and technology

• Regulations, security, data protection

Digitally mature

Digitally advanced

Digitally competent

Digitally beginner

Digitally not involved

A DIGITAL SCHOOL

Oktatási célok

• Köznevelési stratégia

• Nat

• Kimeneti követelmények

Tartalom

• Kerettantervek

• Tananyagok

• Mérés-értékelési eszközök

Pedagogical methods

• Alapképzés

• Pedagógus továbbképzés

• Egyéb tudástranszfer hálózatok

Environment

• Épület és bútorok

• Eszközök

• Szolgáltatások

Institutions

• Tanterv, tanmenet

• Támogatás

• Közösség

Regulation

• Külső mérés

• Életpálya

• Felügyelet

THE DISSEMINATION OF THE DIGITAL PEDAGOGY

Oktatási célok

• Köznevelési stratégia

• Nat

• Kimeneti követelmények

Content

• Kerettantervek

• Tananyagok

• Mérés-értékelési eszközök

Pedagogical methods

• Alapképzés

• Pedagógus továbbképzés

• Egyéb tudástranszfer hálózatok

Környezet

• Épület és bútorok

• Eszközök

• Szolgáltatások

Institutions

• Tanterv, tanmenet

• Támogatás

• Közösség

Szabályozás

• Külső mérés

• Életpálya

• Felügyelet

Widening the choice of the digital content service

• Concept for the digital content service and

recommendation for interoperability standards

• Involve the public art and cultural collections

Enrich the culture of digital methods

• Adaptation and share of national and

international best practice

• Creating model sets of education materials

Defining job descriptions for digital learning

advisors, educational assistants for the schools

Professional support for EU grants

• EFOP 3.2.3. – VEKOP 7.3.3., and support for

other priority key projects

Networking

• Creating institutional and teacher

communities

KDTK, KDS

DFT, PLA

DigKomp

DTH

TASKS AND PRODUCTS (BY THEMATIC FIELDS)

Tasks Products

Thematical policy analyses The effects of the digital transformation on organising the

learning process, and on the management of education

Elaborate and publish model sets of education materials

for digital pedagogical methodology

48 model sets

Explore, analyse and publish the already existing best

practices

35 already existing best practice

Call for proposals for best practices (autumn of 2018 and

2019)

Lesson plans, thematic plans, project plans

PLA international best practices Target countries: UK, Finland (84 teachers, 16 experts) ;

collecting 28 institutions

Digital Thematic Week Methodological descriptions in the knowledge management folder

(31 in 2018, + 9 media sets)

Organising model classes Depending on the available budget: 2 days, 1 week, 2 weeks

Procurement of model equipments 10 different types/21 hardware tools

Creation of a horizontal knowledge management interface dpmk.hu, digitalistemahet.hu + development on need

Webinars and workshops 22 webinars, 9 workshops

• Providing the conditions for a digital school

• Ensure regular, normative financial support

• Ensure the replacement, maintenance and sustainability

• Offer a permanent service environment

HOW TO SUSTAIN A DIGITAL SCHOOL

Oktatási célok

• Köznevelési stratégia

• Nat

• Kimeneti követelmények

Tartalom

• Kerettantervek

• Tananyagok

• Mérés-értékelési eszközök

Pedagógiai módszerek

• Alapképzés

• Pedagógus továbbképzés

• Egyéb tudástranszfer hálózatok

Evironment

• Épület és bútorok

• Eszközök

• Szolgáltatások

Intézmények

• Tanterv, tanmenet

• Támogatás

• Közösség

Regulation

• Külső mérés

• Életpálya

• Felügyelet

Guidebook on model

classroom and

school

Issue network

recommendations

Modification of the

20/2012. EMMI

regulation

Proposal for

modification of the

National act on

budget

MIDO

Analytical tools from the cloud technology which are based on

artificial intelligence could be used in education.

The aim of the MIDO:

Channelling all the cumulative AI knowledge from the Hungarian

business partners and stakeholders into the education domain,

via partnerships and knowledge management between the

business representatives and stakeholders from the education

side.

The scope of MIDO starts from the classroom, through the

schools and the school maintainers until the whole education

administration and school inspection.

The number of the interested partners are growing, tangible

results were improved. The Centre of Digital Pedagogy and

Methodology (DPMK) is ready to share all the results, and work

on and manage further pilots on the field of Artificial Intelligence.

AI BASED DECISION SUPPORT SYSTEMS IN THE

EDUCATION („MIDO”)

CENTRE FOR DIGITAL PEDAGOGY AND METHODOLOGY

DIGITÁLIS PEDAGÓGIAI MÓDSZERTANI KÖZPONT (DPMK)

dpmk.huinfo@dpmk.hu

policy support

Modification of the 20/2012. (VIII. 31.) EMMI regulation

„Description of the compulsory (minimum level) equipment and facilities of

the educational institutions ”

Implementation of the Digital Competence framework (DigComp)

Implementation of the digital competence framework of students and

teachers

Recognition of the digital competence in content regulation: NAT

Supplement the requirements for teacher training and CPD for teachers

Definition of the school level requirements in terms digital transformation : Digital

Business Card System (DNR)

Concept for the digital content service and system for interoperability

Digital Thematic Week ( 8-12 April, 2019)

Aim: enlarge digital projects for the whole school year

TASKS OF DPMK IN COOPERATION WITH THE

MINISTRY OF HUMAN CAPACITIES (EMMI)

RECOMMENDATIONSC

ollect

ion

an

d

an

aly

sis

•COLLECT AND ANALYSE THE EXISTING

„GOOD PRACTICES”

•Search for the publication platforms,

•Good practices, model projects, model

programs :

•Analysis,

•Prepare for publication and upload,

•Elaboration of the adaptation proposals.

Teacher

train

ing

•ANALYSIS OF AND POLICY PROPOSALS

FOR THE SUPPLY ON DIGITAL EDUCATION

BASED TEACHER TRAINING COURSES

•Analysis of the teacher training courses

supported by digital education methods

•Exploration of gaps and deficits

•Elaboration of recommendations

dpmk.hu

• Possess high- level fundamental basic

skills

• Be curious

• Be critical

• Be able to give presentations

• Be able to work in groups

THEN WHAT SHOULD THE STUDENT BE

CAPABLE OF?

• Ability to select adequate source of

information

• Ability to restrict the number of options

through applying correct filtering

• Ability to validate decisions

• Ability to identify patterns and define rules

WHAT ELSE IS REQUIRED FROM THE CHILD?

EXPECTATIONS FROM THE STUDENTS:

• At school:– No talking with others

– Following the given instructions

– Using the given source of information

– Working individually, not relying on the knowledge of others

• At workplace:– Discussing the task with

others

– Solving tasks without instructions

– Finding solutions no matter how

– Being a team player, using the knowledge of the team

CHANGING ROLE OF THE TEACHER

Teacher being active in 80% of class Students being active in 80% of class

- The teacher is active in the 80% of the

lessons

- The students do not communicate with

each other

- There is one single source of information

TRADITIONAL EDUCATION

THE EVIRONMENT FOR DIGITAL

PEDAGOGY

Dynamic

design

PDF 3D Scheming

THE ADDED VALUE OF DIGITAL PEDAGOGY

SSubstitution

MModification

AAmplification

RRecontextualize

SPECIFIC DIGITAL SOLUTIONS IN EDUCATION

Digital sensors

Virtual reality

Augmented Reality

Mixed Reality

Coding

SUPPORTING TOOLS FOR EDUCATION

EDU100

https://www.toptools4learning.com/infographic/

TRENDS

Web (youtube, google, .audio, e-book extracts)

Cloud (office apllications, data storing/sharing)

Online courses

Course and content development

Collaboration tools

Interactive voting systems

Thriving ecosystem of Microsoft

Videoconference (rising, unlike webinars and web

conferences)

https://www.toptools4learning.com/analysis/

PYRAMIDIC OF LEARNING

Source: Éva Gyarmathy

UNINTENTIONALLY

BY READING

BY LISTENING

VISUALLY

AUDIO - VISUALLY

BY DOING IN PRACTICE

BY EDUCATING OTHERS

BLOOM’S TAXANOMY

• Digital pedagogy ≠ pedagogy adided by

digital tools

• Digital pedagogy = pedagogy which

prepares for digital life• Digital pedagogy is not the linear continuation of tranditional pedagogy, it is

not building on traditional pedagogy but it replaces, substitutes some

elements of it.

DIGITAL PEDAGOGY

• Does not provide knowledge, but the abilityto select and acquire it.

• There is no creativity without the possibilityof errors!

• Knowing the technology is a must, howeverthe lack of self-awareness and goals leadsto the technology ruling us and not the otherway around!

EDUCATION IN THE ERA OF INDUSTRY 4.0

MANDATORY ELEMENTS OF A SUCCESSFUL CV

Complex problem solving

• Information management

• Critical approach

• Analysis

• Pattern recognition and algorithmisation

Communication skills

• Organization and presentation of information

• Optimal way of accessing information

Search Store

Visualize Animate

Analyze Edit

Publish

Digital compentence

THANK YOU FOR YOUR

ATTENTION !

EFOP-3.2.15-VEKOP-17-2017-00001

„A köznevelés keretrendszeréhez kapcsolódó mérés-értékelés és digitális fejlesztések,

innovatív oktatásszervezési eljárások kialakítása, megújítása”

Tamás JANKÓ

Centre for Digital Pedagogy and

Methodology, Hungary

Digitális Pedagógiai Módszertani Központ

www.dpmk.hu