Le Groupe Compas a le plaisir d’accueillir Dan Wagner pour son dernier séminaire EDU.TE.CO. avant l’interruption de l’été.
Ce dernier séminaire a été organisé en conjonction avec le Colloquium du Département d’Etudes Cognitives.
Il se déroulera donc mardi 30 juin, mais de 12 heures à 14 heures.
Intervenant: Daniel Wagner
Dan Wagner is Professor of Education and Director of the International Literacy Institute, co-founded by UNESCO and the University of Pennsylvania (www.literacy.org). He is also Director of the National Center on Adult Literacy at the University of Pennsylvania. After an undergraduate degree in Engineering at Cornell University, and voluntary service in the Peace Corps (Morocco), he received his Ph.D. in Psychology at the University of Michigan, was a two-year postdoctoral fellow at Harvard University, a Visiting Fellow at the International Institute of Education Planning in Paris, a Visiting Professor at the University of Geneva (Switzerland), and a Fulbright Scholar at the University of Paris. Dr. Wagner has extensive experience in national and international educational issues, and has served as an advisor to UNESCO, UNICEF, World Bank, USAID and others on international development issues. His most recent multi-year projects have been in India, South Africa, and Morocco. In addition to many professional publications, Dr. Wagner has written/edited over 20 books, including: Literacy: Developing the future (now in 5 languages); Literacy: An international handbook; Learning to bridge the digital divide; New technologies for literacy and adult education: A global review; Monitoring and evaluation of ICT for education in developing countries. Wagner is currently on sabbatical in Paris, as visiting expert at IIEP/UNESCO.
Titre
New technologies for basic education and literacy: Multi-lingual interventions in India and South Africa
(or, what is the role of cognitive science in global human development?)
Résumé
There has been dramatic growth in the use of new information and communications technologies (ICTs) across the globe, including in developing countries. For cognitive scientists and educators, one of the challenging questions is the relationship between ICTs and human skills (such as literacy) that vary widely across the globe. And, there is important policy interest (such as at the World Bank and UNESCO) concerning the roles of ICT in helping to reach internationally mandated development goals. Recent work will be described on ICT-based programs aimed at promoting child and adult literacy in India and South Africa. Evidence has been gathered on the planning, implementation and multi-lingual dimension of such programs for learners in very poor contexts. Also discussed will be the broader implications for connections between cognitive science and human development in a global perspective.
Lectures conseillées
wagner_olsonhdbknov08_p548-5651