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The Challenge of the Digital Natives

This is the transcript of my conference at «LeWeb3», in Paris, january


2007. See «My bio» at the end of the document…

My presentation

Education is an ongoing daily challenge.

You never know the impact of a word, and it's impossible to


foresee the consequences of a gesture. All educators know that
they can’t have an immediate response every time they
intervene. During the last twenty years, learning tools went
through a dramatic evolution, and social changes marked our
families and society as a whole.

Research has influenced the ones who have the role of teaching;
I will come back on that later on…

Since Gutenberg, seldom have we seen tools, like the Internet


and the new collaborative tools, that have the power to spread
Knowledge so efficiently : however, even though those tools
definitively are a new landmark for the world of education, it
seems that the phenomenon couldn't justify the term «Education
2.0». Although Social software allowing interaction and
supporting Web editing is a great evolution in the ways we learn,
that great leap forwards isn't incompatible with what was
already going on in the world of education. The essential is to
understand that with what we could call in «Education 2.0», a
paradigm shift has reset the meter to zero, meaning that every
teacher should now bring forward more open strategies than he
had previously used and, most importantly, that he must now

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focus on what favours learning, rather than to be just centred on
his own teaching."

Teachers, nowadays, ought to consider that they teach to


youngsters who are different from before, in their relationship
with knowledge. They were born with the presence of
technology : the Web, laptops, digital pictures and videos, blogs,
emails, chatting, and even Wikis are there since their birth!
Therefore, don’t ask those children when those tools came
about, because they will look at you, as if you were an Alien.
“What a question!” The students actually on the school benches
are native of the Internet (Mark Prensky, 2001), whereas their
teachers, in the best possible script, are Internet immigrants :
therefore, the consequences are important: you can notice an
accent when they speak and can also observe a change in their
body language and tone.

Any given school teacher, whether in front of a traditional


classroom, or whether using distance learning with a cohort,
knows very well that people will not learn the same thing at the
same time and at the same speed: that is something
fundamental, that we discovered from our own experimentation
at the St-Joseph Institute, where I started Blogs with
Elementary level students. Rapidly, our community members
were quite impressed by the efficiency of our Web publication.

In sports or music, a trainer knows that a learner must perform


very often in front of an audience, while in development, since
the feedback received after performances is a real learning
catalyst. Why should it be different when learning to write?
Writing in public, is an important component of learning and in
that sense, blogs offer a solid incentive to learn. As a

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consultant, I use Blogs, Wikis and various other social software,
such as del.icio.us, Flickr, or You Tube, so as to make learning
happen, and I’m always stunned by the results.

Actually, with Opossum, we host more than ten thousand Blogs


or Blog’s users, and around thirty Wikis, which favoured learning
structures for more than fifty institutional and ministerial
projects. Opossum's cyberportfolios are Blogs organised as
electronic portfolios, where we share works, where we think
how to develop them and where we identify the resources that
we can count on; they are already used by more than thirty
schools in Canada and in France. Apart from developing a
network culture, those public spaces allow integrated learning,
because they create a real working environment for the
students. Imagine! Doing his work for the planet instead of
narrowing it down to his teacher or his parents. Grand-parents,
neighbours, the close community and the greater community are
all acting as witnesses, who may also take part into learning,
without depriving professional responsibilities from teachers or
schools.

However, to make sure those tools produce maximum results,


we need to accept that not 100 % of knowledge will transit
through teachers: we have to accept the reality that nobody has
the monopoly of knowledge. The teachers and the learning
community have to accept Web publication as it is, once it's
there: no censuring bottle neck!

The learners can see the results of what they publish


immediately and it's only thereafter, that we can manage the
quality of the language with the support of a chart and with a
code of ethics that has been socially developed and accepted by

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the community. It’s the interaction of those different sources of
Knowledge, including the teacher's, that gives a sturdy leverage
to the integration of knowledge. And I don’t talk about the old
inversion phenomenon: instead of pulling condescending
students to learn what I want them to learn, roles are changing,
and I actually see them pulling on me to learn, in order to obtain
good quality work and in order to create their own Web identity,
within their portfolio…

Next January, I will be in Autrans with nine teenagers who have


been learning for several years with this type of learning
environment. They will witness how Blogs and Wikis have
changed their position about Knowledge… I’m really eager to
see the eye balls of the immigrants, in the classroom.

To conclude, I would like to thank other «EduBlogers» around


the world, with whom I've been building for the last five years,
and with whom, I still build daily: Stephen Downes, François
Guité, Roberto Gauvin, Pierre Lachance, Gilles Jobin, Sébastien
Paquet and Alan Levine from Canada. There's also Clément
Laberge, whether I should classify him French or Canadian and
Bruno Devauchelle, from France ; moreover, there are Will
Richardson, Joe Luft, Al Delgado, Anne Davis, Sara Lohnes and
Helen Barrett, from the United States, Corrine Bourgon and
Stéphanie Booth, from Switzerland, Sebastian Fiedler from
Germany, David Tosh, from Great-Britain, Margarita Perez-
Garcia, from Spain, and Lilia Efimova, from Russia. All of them
had great influence on me and I invite you to read their inspiring
works…

The students that I influenced as new Blogers have given me a


hundred times more than I deserve for my investment in time

Opossum inc. • 335, rue Saint-Joseph Est, bureau 410 • Québec (Québec) • G1K 3B4 • (418) 263-0287
and research. Beyond the reform of education, the conflicts on
teaching skills and how we transmit knowledge, I ask this
question: new technologies are lowering down the walls erected
around the school system; therefore, shouldn't the "digital
natives" take advantage of that challenge, rather than ignoring
those new ways of learning ? Shouldn't we show students how to
use those powerful tools, rather than to let them learn by
themselves, without supervision, under the pretext that there
are dangers in their use?
Yes, I do know schools that forbid the use of Google, chatting
and Blogs! I suppose that they just didn't yet understand that
those tools are today’s pencils and dictionaries.

When our youth will be fed-up with our insignificant attitude, we


may then ask ourselves why there is so much violence and
apathy in our schools. I therefore call your attention for more
judgement, and also, to take side for Education, rather than for
control: that's why I chose to favour the learning of the art of
fishing, rather than to just give fish away.

And as we say in French, « c'est en forgeant qu'on devient


forgeron », and as you say: "practice makes perfect"

Thank you all for your attention and please, don’t hesitate to
call on educators that you've met, since sharing is their
leitmotiv!

Opossum inc. • 335, rue Saint-Joseph Est, bureau 410 • Québec (Québec) • G1K 3B4 • (418) 263-0287
My Bio

Partner and Director General with Opossum, Learning and Technology Division (a
subsidiary of iXmédia Group), Mario Asselin started out one of the most successful
experimentation by integrating computer-assisted training at school: Cyberportfolio at
Institut St-Joseph in Quebec City.

At that time, after teaching Elementary and High School level and leading activities,
he was appointed Head of a school, position which he held for 15 years in Elementary
and High School level. Physical educator by trade, coaching has always been central in
his professional life.

Actually, he is involved in approximately forty projects where Social software is used


as learning strategy. He advises institutions, business, Canadian Government
departments and Ministries of French Government in order to support best practices
and initiate the emergence of vast “learning organizations“.

When he was school director, he liked so much the enterprise that has supported him
in his endeavour with cyberportfolio that he became a business partner. In 2004, Mario
Asselin was awarded the «CHAPO» prize by the Quebec Association of Computer users
in Elementary and High School Level (AQUOPS).

Mario Asselin is also preaching to his fellow citizens the virtue of wireless connections
in Quebec City. Much sought-after in the media sphere for his innovative mind in
education, he runs a very busy Blog named «Mario tout de go» which eventually turned
into an electronic portfolio where he has been having Web conversations for the last
four years. He’s the father of three boys, who are also the joy of his spouse; as an
educator, he’s as much passionate with his family life than with his professionnal one.
In january 2007, in France, at the 11th «Rencontre d’ Autrans», he will lead a
delegation of nine teenage students.

Opossum inc. • 335, rue Saint-Joseph Est, bureau 410 • Québec (Québec) • G1K 3B4 • (418) 263-0287