CPPA Conference, Addington Raceway, 12-13 June, 2013

Learning 2033

TECHNOLOGY IN 2033

•  Biotechnology – reprogramming biology as an information process – will be in a mature phase

•  We will be online all the time in virtual / augmented reality. 

•  Search engines won’t wait for you to ask for information.

•  Artificially intelligent entities will be operating at human levels.

Ray Kurzweil

http://www.forbes.com/

GLOBAL CONFLICT 2033

•  Global conflict will be widespread and chaotic, but not necessarily more violent

•  In short, the next few decades will see the erosion of central authority in the former colonial world

Robert D. Kaplan

http://www.forbes.com/

GLOBAL WORKFORCE IN 2033

•  A “born-mobile” workforce will be constantly connected to both work and home life, using devices that are wearable – or even implantable

•  Leadership structures will become increasingly flat, as roles shift based on each individual’s strengths and capabilities.

Oliver Bussmann, CIO for SAP

http://www.forbes.com/

EDUCATION IN 2033

•  Global Access •  Personalized learning •  Interactive classrooms •  Competency-based credentials

Shantanu Sinha, President and COO of Khan Academy

http://www.forbes.com/

How the future of schooling was envisaged from the outside

And how it was envisaged from the outside – mental models the same

The future…?

CHALLENGE

Have we grasped how significantly student access to technology has changed their expectations as learners?

1990s The computer room

BBC

1985: the standalone schoolcomputer

A National Education Network?

The school network 1995-2010

THE PAST 25 YEARS IN NZ SCHOOLS

Adapted from Becta 2004

The existence of ICTs does not transform teacher practices in and of itself…

However, ICTs can enable teachers to transform their teacher practices.

EFFECTIVE TEACHING AND LEARNING… Effective teaching and learning occurs when…

Student autonomy and initiative accepted and encouraged.

Students engage in dialogue with

teacher and each other

Higher level thinking is encouraged

Class uses raw data, primary

sources, physical and interactive

materials.

Knowledge and ideas emerge only from a situation in which learners have to draw

them out of experiences that have meaning and importance to them.

Teacher asks open-ended questions and allows wait

time for response

Students are engaged in

experiences that challenge

hypotheses

John Dewey – Constructivist Pedagogy, 1916

UBIQUITY

•  Picture here of iphone dispenser at the airport

MOBILE TRENDS

•  mLearning – in the classroom and workplace

•  BYOD – Bring your own device

•  “snack” learning •  Location-based

integration and workplace training

•  Cloud computing •  Rewind learning

http://www.bottomlineperformance.com/6-mobile-learning-trends-that-grew-in-2012/

AGENCY

•  “The power to act” •  “Sense of ownership” •  “Executing and controlling

one’s own actions” •  “Self-efficacy” •  “Personalisation”

WE LIVE IN A PERSONALISED WORLD

•  My watchlist (on Trademe) •  My personal banking •  My travel planner •  MySky •  My portfolio •  My Youtube channels •  My… •  AGENCY is key!

STUDENT EXPECTATIONS

Washor, E and Mohkowski, C (2013) Leaving to learn

Do my teachers really know about me and my interests and talents?

Do I find what the school is teaching relevant to my interests?

Do I have opportunities to apply what I am learning in real world settings and contexts?

Do I feel appropriately challenged in my learning?

Can I pursue my learning out of the standard sequence?

Do I have sufficient time to learn at my own pace?

Do I have real choice about what, where and how I learn?

Do I have opportunities to explore and make mistakes?

Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean?

School A

Groups

NETWORKED LEARNING

Network PLN

Federally organised Collections of entities Collaborative Networked knowledge

Externally organised Single entity Competitive Knowledge transfer

Personally organised Association of entities Connected Personal knowledge

The way networks learn is the way individuals learn

FUTURE LEARNING ENVIRONMENTS

UFB CLUSTER SCHOOLS

School A

School A

School A

Services

Internet

School

School

School

Public Library

University

N4L

Aggregation Point

THE VLNC

The Virtual Learning Network Community (VLNC) is a network of school clusters and educational institutions who collaborate to provide  access to a broad range of curriculum and learning opportunities for students through online learning. “Supports the concept of classrooms without walls, where students have flexibility to connect with their classes 24/7”

http://www.vln.school.nz

SUPERLOOP FORUM

www.superloop.org.nz

•  Current model of self-management is past it’s use-by

•  Advocates a future of clustering models

•  Signs of this happening… •  N4L •  VLN •  SuperLoop •  Cluster-based PD

CHALLENGE

Have we grasped how significantly student access to technology has changed their expectations as learners?

NETWORKS

•  redefine communities, friends, citizenship, identity, presence, privacy, publics, geography.

•  enable learning, communication, sharing, collaboration, community.

•  networks form around shared interests & objects

CHALLENGES

•  Do our learners have to adapt to our way of doing things, or do we adapt to theirs?

•  Are we focused on delivery – or learning experience?

Education is a complicated business…

… if it were so simple, we’d have fixed it already.

Derek Wenmoth Email: derek@core-ed.org

Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>