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Beyond Current Horizons:Educational Futures,
Challenges and Opportunities
Jen [email protected]@jsgroff
Space Signpost
My-E
Mobi Missions
Ecolibrium
Exploratree
Astroversity Moovl
Enquiring Minds
Fizzees
SCHOOLS KNOWLEDGE& EDUCATIONAL
CHANGE
, &
John Morgan and Ben Williamson
SCHOOLS KNOWLEDGE& EDUCATIONAL
CHANGE
, &
John Morgan and Ben Williamson
Gaming in familiesA literature review
Mary Ulicsak, Martha Wright, Sue Cranmer, Futurelab August 2009
www.futurelab.org.uk
Gaming in familiesA literature review
Mary Ulicsak, Martha Wright, Sue Cranmer, Futurelab August 2009
www.futurelab.org.uk
Literature Review in Games and Learning
REPORT 8:
FUTURELAB SERIES
John Kirriemuir, CeangalAngela McFarlane, Graduate School of Education, University of Bristol
Literature Review in Games and Learning
REPORT 8:
FUTURELAB SERIES
John Kirriemuir, CeangalAngela McFarlane, Graduate School of Education, University of Bristol
a handbook from Futurelab 2005
games and learning
a handbook from Futurelab 2005
games and learning
Literature Review in Mobile Technologies and Learning
REPORT 11:
FUTURELAB SERIES
Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike SharplesUniversity of Birmingham
Literature Review in Mobile Technologies and Learning
REPORT 11:
FUTURELAB SERIES
Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike SharplesUniversity of Birmingham
www.beyondcurrenthorizons.org.uk
AIMS:build a challenging and long term VISION for education in the context of socio-technological change 2025 and beyond
Long term futures programme intended to:•Enhance the ‘futures thinking’ capacity of the education policy makers•Inform current strategy, decision making and planning
Section title goes here
Socio-technological Trends what are the sorts of trends we need to be aware of?
5 review areas
Keri Facer, 2009, BCH Final Report
Trend 1
• declining fertility rate• decreasing mortality rate • shifting family structures• increased global migration
Keri Facer, 2009, BCH Final Report
Generations and Lifecourse
Trend 2
• expanded boundaries of identity• changing nature of community • changing civic participation
Keri Facer, 2009, BCH Final Report
Identities, Citizenship, Communities
Trend 3
• increasing amounts and access to information and knowledge
• increasing connection and networking resulting in the increasing potential for collaboration and creativity
• increasing personalisation and customization of experiences
• changing nature of literacy
Keri Facer, 2009, BCH Final Report
Knowledge, Creativity, Communication
Trend 3
• restructuring of work• increasing career changes • increasing job polarisation
Keri Facer, 2009, BCH Final Report
Work and Employment
Trend 3
• increasing diversity of the education market• new learning practices facilitated by
changes in digital technology • increasing global branding of some
education institutions• third sector provision of specialist services• increased diversity of locations associated
with learning
Keri Facer, 2009, BCH Final Report
State/Market/Third Sector
Trend 3
• advancement in learning sciences
Keri Facer, 2009, BCH Final Report
Other Trends...
Creating the personal ‘cloud’
The capacity to connect to a network and be constantly connected to knowledge, resources, people and toolsThe ability to be ‘wrapped’ in an information landscape rather than managing it through institutions• Recognising the rise of the ‘mobile learner’• ‘Pulsating networks of learning’• New ways of connecting and accessing ‘educational offerings’
What does this mean for how we access formal and non-formal learning offerings?
Information landscapeDenser, deeper, more diverse – “know more stuff about more stuff”Gather, store, use, share more data about more of our world than at present
• Social movements towards accountability & transparency• Increased availability of data storage• Digitally tag entities in extended world• New forms of bio/genetic information
What does this mean for what we teach and when we teach it?
Institutional boundaries•Weakened & porous• Information not tied to institution• Greater number of ‘suppliers’ of education
•Blurring ‘work’ & ‘leisure’• Personal networks/expertise/brand
•Education/work/retirement no longer differentiated• Working life longer/education as leisure, lifelong etc
•Public/private roles merging• Disaggregation of learning/resources from the institution
What does this mean for where learning takes place – and when people access it?
‘Silver bullets’ not expected for complex educational problems•Quick-fixes won’t emerge• Neuroscience, computing and biosciences are not expected to
produce ‘easy solutions’ over coming two decades• Targeted progress made in relation to specific disabilities, including
‘smart’ prosthetics, new learning methods or targeted pharmacological enhancements
What does this mean for how we develop the education systems that we need?
Scientific-technological trendsProfs Dave Cliff, Josie Fraser, Claire O’Malley
•Moore’s law continues• Gordon Moore’s observation that the number of transistors on a
chip doubles approximately every two years• £1000 today = £31.50 in 2020 and £1 by 2030• Device today = 32 times more powerful in 2020 and x1000 in 2030
•Once per decade disruptions• Joel Birnbaum’s observation (1982) expected to hold true:
mainframe – minicomputers – PC – internet – (cloud computing) - ?• Cloud computing; ubiquitous computing; digital display
technologies; tangible and haptic technologies
What does this mean for how we remake our vision for education?
Questions to consider?•What does a curriculum for a networked learner look like?•What does it mean to digitally participate?•What does it mean for teachers and teaching?
What does this mean for our vision of education development:
....how do we achieve our potential?
Section title goes here
Responding to the challenges– ways of achieving learning potential
Exciting things (1)
•Personal Learning Networks (PLNs)• Finding access to the people, resources, ideas
appropriate to you• Inherently personal (and therefore different to other
people’s)• Developing our individual expertise whilst developing the
workforce as a whole
Asset MappingWhere do you get your information from?What sources do you use regularly/rarely?Who do you share ideas with?Who do you trust?How do you access this and how often?www.exploratree.org.uk www.bubbl.us
End-user innovation
… a source of innovation, only now becoming widely recognized, is end-user innovation. This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs
“end-user innovation [is], by far, the most important and critical”
Eric Von Hippell Sources of Innovation
Exciting things (2)
•New resources in learning
• http://www.educationeye.org.uk
Exciting things (3)
•Teachers’ and Learners’ voice• Development (and recognition) of PLNs• Range of tools to support Learner Voice, policy
imperatives to increase teacher freedom• Rise of Teachmeets, unconferences etc• Introduction of ‘Conflab’
