{"id":1439,"date":"2021-03-11T17:31:22","date_gmt":"2021-03-11T16:31:22","guid":{"rendered":"https:\/\/blog.unifr.ch\/create\/?p=1439"},"modified":"2021-12-10T08:50:45","modified_gmt":"2021-12-10T07:50:45","slug":"quelle-culture-numerique-legitime-pour-lecole-publique","status":"publish","type":"post","link":"https:\/\/blog.unifr.ch\/create\/quelle-culture-numerique-legitime-pour-lecole-publique\/","title":{"rendered":"Quelle culture num\u00e9rique l\u00e9gitime pour l’\u00e9cole publique?"},"content":{"rendered":"

La formation des enseignant\u00b7e\u00b7s aux questions num\u00e9riques bat son plein. Les institutions repensent les formations initiales, proposent des CAS, offrent pl\u00e9thore de formations \u00e0 la carte… les priv\u00e9s et consultants s’en donnent aussi \u00e0 coeur joie. Toutefois, encore et toujours, la porte d’entr\u00e9e des outils semble \u00eatre privil\u00e9gi\u00e9e : Thymio, Microsoft, Kahoot et autres solutions auxquelles il serait urgent de former les enseignant\u00b7e\u00b7s. Ce billet est l\u00e0 pour inviter \u00e0 penser autrement.<\/p>\n

La proposition est sobre, mais ambitieuse : la culture num\u00e9rique avant les outils. Par ce changement paradigmatique, cela invite l’institution scolaire \u00e0 d\u00e9finir la culture num\u00e9rique qui m\u00e9rite d’\u00eatre v\u00e9hicul\u00e9e. Le libre vs. le propri\u00e9taire ? Le r\u00e9seau centralis\u00e9 vs. le r\u00e9seau distribu\u00e9 ? L’histoire du web ? Aaron Swartz ? Bill Gate ? L’interop\u00e9rabilit\u00e9 vs. l’enfermement ? Captation de donn\u00e9es pour l’IA vs. protection des donn\u00e9es personnelles ? IA top-down vs. IA bottom-up ? L’explosion des fronti\u00e8res \u00e9tatiques dans un espace nouveau ? Les identit\u00e9s multiples ? Les int\u00e9r\u00eats et \u00e9cueils de Wikipedia ? Le questionnement du statut d’expert… Il y a de telles tensions dans les histoires informatiques que la culture num\u00e9rique l\u00e9gitime devrait \u00eatre d\u00e9finie par l’\u00e9cole sans quoi, du refus \u00e0 admirations, les pratiques enseignantes resteront cliv\u00e9es. Les geeks d’un c\u00f4t\u00e9, les critiques de l’autre.<\/p>\n

\"\"<\/a><\/p>\n

En naviguant sur le web avec le mot-cl\u00e9 “digital culture” via Duck Duck Go (\u00e9videmment !), mes yeux se sont pos\u00e9s sur cette proposition : https:\/\/www.torbenrick.eu\/blog\/culture\/culture-change-is-key-in-digital-transformation\/. L’auteur expose un changement culturel \u2013 non contextualis\u00e9 \u00e0 l’\u00e9cole publique, certes \u2013 induit pas le num\u00e9rique. Son tableau de synth\u00e8se est le suivant.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Analog Culture<\/th>\nDigital Culture<\/th>\n<\/tr>\n<\/thead>\n
Defensive<\/td>\nAttack<\/td>\n<\/tr>\n
Customers are distant<\/td>\nCustomer centric<\/td>\n<\/tr>\n
Data measures past performance<\/td>\nData used for live insights and decision-making<\/td>\n<\/tr>\n
Reporting<\/td>\nReal-time<\/td>\n<\/tr>\n
Detailed business case required<\/td>\nLean product canvas<\/td>\n<\/tr>\n
Risk averse<\/td>\nFail faster<\/td>\n<\/tr>\n
Focus group insights<\/td>\nFrequent user testing<\/td>\n<\/tr>\n
Market research<\/td>\nListening and learning<\/td>\n<\/tr>\n
Org chart<\/td>\nMinimum hierarchy<\/td>\n<\/tr>\n
Department silos<\/td>\nCross-functional teams<\/td>\n<\/tr>\n
In-house is best<\/td>\nNetwork of expertise<\/td>\n<\/tr>\n
Our offer<\/td>\nCustomer needs<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

La proposition de l’auteur concerne donc principalement le milieu de l’entreprise, mais questionne les organisations en tant que telles. Si l’on accepte que l’\u00e9cole soit une organisation et que l’on s’int\u00e9resse \u00e0 cette proposition, alors de nombreuses r\u00e9flexions sont soulev\u00e9es concernant la num\u00e9risation de l’\u00e9cole publique.<\/p>\n

    \n
  • Defensive –> Attack<\/em> : l’\u00e9cole ne pourrait-elle plus \u00eatre un lieu s\u00e9cure, ou les \u00e9l\u00e8ves se d\u00e9veloppent sans danger, mais un lieu de comp\u00e9tition, de valorisation de soi?<\/li>\n
  • Customers are distant –> Customer centric<\/em> : l’\u00e9cole devrait-elle \u00eatre pens\u00e9e sur mesure pour les \u00e9l\u00e8ves, singuli\u00e8rement ? exit le vivre ensemble, chacun pour soi ?<\/li>\n
  • Data measures past performance –> Data used for live insights and decision-making<\/em> : l’\u00e9cole devrait-elle s’engager dans le profilage des \u00e9l\u00e8ves et tenter de pronostiquer leurs r\u00e9ussites ? au risque d’oublier le principe d’\u00e9ducabilit\u00e9 ?<\/li>\n
  • Reporting –> Real-time<\/em> : et ceci, en tant r\u00e9el, \u00e9videmment !<\/li>\n
  • Detailed business case required –> Lean product canvas<\/em> : l’\u00e9cole devrait-elle \u00eatre r\u00e9active, souple, proche des besoins, travailler en projet… au risque de ne plus garantir l’\u00e9quit\u00e9 et travailler \u00e0 r\u00e9duire les in\u00e9galit\u00e9s ?<\/li>\n
  • Rist averse –> Fail faster<\/em> : L’\u00e9cole devrait-elle accepter de sacrifier certains \u00e9l\u00e8ves pour la bonne cause d’une \u00e9cole meilleure ?<\/li>\n
  • Focus group insights –> Frequent user testing<\/em> : l’\u00e9cole devrait-elle adopter le tout quantifiable ?<\/li>\n
  • Market research –> Listening and learning<\/em> : l’\u00e9cole devrait-elle avoir des budgets perm\u00e9ables, pour r\u00e9agir vite et se transformer au besoin ?<\/li>\n
  • Org chart –> Minimum hierarchy<\/em> : l’\u00e9cole devrait-elle donner plus de responsabilit\u00e9s aux enseignants et risquer de perdre une certaine unit\u00e9 ?<\/li>\n
  • Department silos –> Cross-functional teams<\/em> : l’\u00e9cole devrait-elle accepter de faire exploser le concept de classe, d’enseignant\u00b7e titulaire ?<\/li>\n
  • In-house is best –> Network of expertise<\/em> : l’\u00e9cole devrait-elle accepter de travailler avec l’ext\u00e9rieur, les entreprises, les services publics, les institutions de formation et recherche… ?<\/li>\n
  • Our offer –> Customer needs<\/em> : l’\u00e9cole devrait-elle construire son curriculum sur les besoins des individus, pas sur la base de r\u00e9f\u00e9rentiel de comp\u00e9tences ?<\/li>\n<\/ul>\n

    Toutes ces r\u00e9flexions ne font sens qu’en acceptant les pr\u00e9misses. Toutefois, elles permettent de sortir des discours simplistes tels que “la num\u00e9risation est dans les mains des enseignants”. Non, il semble que la num\u00e9risation invite \u00e0 des modifications structurelles, \u00e0 des \u00e9volutions culturelles, \u00e0 des transformations architecturales… Souhaitables ou pas ? je n’en sais rien. Quoi qu’il en soit, l’enseignant\u00b7e l\u00e0-dedans n’a le choix que d’ex\u00e9cuter ou de critiquer cette num\u00e9risation, car la culturelle num\u00e9rique l\u00e9gitime n’a pas encore \u00e9t\u00e9 clarifi\u00e9e et ne peut ainsi \u00eatre partag\u00e9e.<\/p>\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

    La formation des enseignant\u00b7e\u00b7s aux questions num\u00e9riques bat son plein. Les institutions repensent les formations initiales, proposent des CAS, offrent pl\u00e9thore de formations \u00e0 la carte… les priv\u00e9s et consultants s’en donnent aussi \u00e0 coeur joie. Toutefois, encore et toujours, la porte d’entr\u00e9e des outils semble \u00eatre privil\u00e9gi\u00e9e : Thymio, Microsoft, Kahoot et autres solutions […]<\/p>\n","protected":false},"author":6,"featured_media":1444,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1439","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe"],"acf":[],"yoast_head":"\nQuelle culture num\u00e9rique l\u00e9gitime pour l'\u00e9cole publique? | CRE\/ATE<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.unifr.ch\/create\/quelle-culture-numerique-legitime-pour-lecole-publique\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Quelle culture num\u00e9rique l\u00e9gitime pour l'\u00e9cole publique? | CRE\/ATE\" \/>\n<meta property=\"og:description\" content=\"La formation des enseignant\u00b7e\u00b7s aux questions num\u00e9riques bat son plein. 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