Lecture for Nuffic, Jakarta, 2009
Dr. Piet Kommers is an early pioneer in media for cognitive- and social support. His doctoral research explored methods for hypertext and concept mapping in learning. Since 1982 he developed educational
technology for teacher training. His main thesis is that technology is catalytic for human ambition and awareness. His main function is associate professor in the University in Twente, The Netherlands and adjunct/visiting professor in various countries. He
taught more than fifteen bachelor-, master- and PhD courses and supervised more than 30 PhD students.
He instigated and coordinated the NATO Advanced Research Workshop on Cognitive Technologies in 1990 and a large series of Joint
European Research Projects in: authoring multimedia, web-based learning, teacher education, virtual 3d worlds, constructivist learning, social media, web-based communities and international student exchange.
UNESCO awarded his work
in ICT for Education in Eastern Europe with the title of Honorary Professor. The Capital Normal University in Beijing awarded his work with the title of Honorary Doctor. He is member of advisory boards in ministries of education and academia of sciences in
Singapore, Finland and Russia.
Piet Kommers is the initiator of the international journal for web-based communities and overall chair of the IADIS conferences on societal applications of ICT. Since the late nineties he gave more
than 40 invited and keynote lectures at main conferences in the fields of education, media and communication.
His books and journal articles address the social and intellectual transformations at each transition from “traditional”
into the “new” media. Instead of regarding media as extrapolating, supplanting, vicarious or even disruptive, Piet’s view is that new media elicit and seduce both individuals and organizations to reconsider human nature and challenge existential
awareness at that very moment. His main publications and citation score can be found here.
His workshop templates and experiences have been implemented
into the UNESCO IITE reports, policy briefings and Master Course. The books
and journal articles of Piet Kommers reach the level of 5012 citations and the h-index of 30.
Five Goals for Equity through ICT in Education
In order to empower teachers in deprived areas the next five main goals became explicit in the
battle for more fair education and equity in students’ chance for a good future :
- Make teachers aware that more effective education is not merely a matter of knowledge and skills; Attitudes like curiosity, self-regulation and self-efficacy
are key for becoming better teachers/learners and raise the desire for life-long learning instead of just gaining certification.
- Understand that diversity and inclusiveness are crucial values for a sustainable learning climate; In cooperative learning
the merit is not just the students who learn form co-students. Even more impact is the student who learns by tutoring younger co-students: “Those who teach, they learn.”
- Learning is not the goal in life; community development, safety,
tolerance and peace need learning. Quite often, successful students leave their village for urban societies, leaving behind the families who need them desperately. In other words: Education needs to be oriented towards empowering the local community. This
implies that teachers, parents and students need to orient towards societal and economical goals and contextualize curricula accordingly.
- Education is not just a process of transferring expertise from the elderly to the younger generation; Good education
accepts the challenge to co-design a better future.
- The search for more effective / pleasurable learning manifests in the intersections of the three zones: Learning, Playing, Working. While the intersections learning-playing and
learning-working have been articulated before, the interaction working-playing has been ignored up to recently. Piet Kommers’ workshops have gained world-wide attention at the aspect of how the 21st century skills demand clearer conceptions
on how the media help us to prepare for more effective job apprehension through a playful mindset; Life-long learners develop the “willingness to change oneself.” Playing (in contrast to gaming) is not intending to win; It is the readiness to let
new, more accurate knowledge, and leave the comfort zone and enter the unknown.
These five goals have been the leading theme in Kommers’ workshops the last four decades. Its findings and best practices have been implemented in the
Provided Workshops for Hands-on Teacher Training
1989 Cesme, Side; Turkey. Athens and Aegina; Greece.
1990 Shopy districts around Sophia; Bulgaria. Brasov; Roumanie. Kiev; Ukraine.
1993 Outskirts of Shanghai,
Beijing, Kunming and Lijiang; China.
1994 Simferopol and Partenit; Crimera. Sedmihorky; Czech. Side, Ankara and Eskisehir; Turkey.
1997 Nicosia, Limassol; Cyprus. Tampere, Joensuu and Mekri-jarvi; Finland. Kiev; Ukraine.
Plovdiv, Veliki Tournovo; Bulgaria. Nicosia, Larnaca; Cyprus. Kurashiki; Japan.
1999 Roskilde; Denmark. Kuwait. Pretoria; South Africa. Moscow, Veliki Luki; Russia.
2000 Napier, Rotorua; New Zealand. Cesme, Karabun; Turkey. Tallinn, Tartu; Estonia.
Tashkent, Navoi, Bukhara; Uzbekistan. Umea; Sweden. L’viv; Ukraine.
2001 Yashiro; Japan. Madison; U.S. Joensuu, Koli; Finland. Istanbul; Turkey. Stavanger; Norway. Tashkent, Samarkand; Uzbekistan. Sofia, Plovdiv; Bulgaria. Lisbon, Nazare, Aveiro;
Portugal. Brasilia, Recife; Brazil. Ljubljana, Slovenia. Kazan, Tartarstan.
2003 Sapporo; Japan. Cesme; Turkey. Lisbon, Coimbra; Portugal. Joensuu, Kuopio; Finland.
2004 Beijing, Hangzhou; China. Athens; Greece. Bucharest; Rumania. Sapporo, Otaru,
Hakodate; Japan. Mdina; Malta. Milan, Galgagnano; Italy.
2005 Tokyo, Nagoya; Japan. Faro, Setubal; Portugal.
2006 Guadalajara; Mexico. San Sebastian; Spain. Johor Bahru, Malaysia. Shanghai, Beijing, China. Dublin; Ireland. Bangkok; Thailand.
2007 Cape Town; South Africa. Tokyo, Japan. Singapore.
2008 Coimbra, Pombal; Portugal. Tokyo, Kawaguchi; Japan. Paris, Creteil; France. Beijing, Baoding; China.
2010 Perth, Australia. Lanzarote; Canary Islands. Porto;
2011 Sofia; Bulgaria. Avila; Spain. Girne; Northern Cyprus. Moscow, St Petersburg, Kazan; Russia. Baku; Azerbaijan. Dare Salam, Zanzibar; Tanzania. Aveiro; Portugal.
2012 Konya, Aksaray; Turkey. Kosice; Czech. Florence;
2013 Taipei, Taiwan. Bangkok; Naples; Italy. Thailand. Kuala Lumpur; Malaysia.
2014 Kirsehir; Turkey. St. Petersburg; Russia. Ulan Bator; Mongolia. Magdeburg; Germany. Cieszyn; Poland.
2015 Madeira; Canary Islands; Ifrane; Morocco;
St. Petersburg; Russia. Tartu, Estonia. Athens; Greece.
2016 Bali; Indonesia. Manilla, Legazpi; Philippines. Khartoum, Soudan. Karlstad; Sweden. Warsaw, Katowice; Poland.
2017 Bahrain. Santarem; Portugal. Thessaloniki; Greece. Budapest; Hungary.
Potenza; Italy. Warwick; England.
2018 Magdeburg, Germany; Moscow, Bauman University, Russian Federation; East London, South Africa; Ankara, (METU) Turkey; Faro, (Keynote) Portugal; Helsinki (IV4J Project) Finland; Warsaw, Make-it Real Project, Poland;
Amherst, Worcester, Newark (Lecture on Machine Learning), Massachusetts (upon invitation), USA; Bratislava and Nitra (for FitPed Project), Slovakia; Casablanca (guest speaker), Maroc; Istanbul (conference chair) Turkey; Tokyo (guest speaker), Japan; 2018 12
Ankara, (keynote )DILET 2018 conf, Turkey;
2019 Berlin (speaker Charite Hospital), Germany; Dusseldorf (speaker for the EU project fair), Germany; Naples (IV4J project advisor), Italy; Paris (UNESCO conference), France; Qatar (keynote); Kuala
Lumpur (TIIKM Conf), Malaysia; Kosice (advisor ministry of education), Slovakia; Krakow (FitPEd project), Poland; Moscow, (Bauman University), Russian Federation);
2020 Delhi (keynote national conference), India; Santarem (EU cooperation), Portugal;
Further online lectures and consultancies.