Valerie Hannon, Framtidens lärande, april 2014_

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  • Valerie Hannon shows clearly that the future of learning consists partly of new pedagogy, which among other things includes a coaching approach and '#digiskol', and that takes into account the needs of society to the quick steps to move towards a more sustainable development.
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Valerie Hannon, Framtidens lärande, april 2014_

  1. 1. transforming  learning….   transforming  schools….   Valerie  Hannon,     Innova.on  Unit,  UK  
  2. 2. 3   Drivers  of  innova4on     on  ideas  of  ‘schooling’:  
  3. 3. 4  
  4. 4. Globalisa4on,  so  what?   Understanding  iden.ty,  core  values  and  cultural  prac.ces     is  more  important  than  ever   Jobs  can  be  quickly  transferred  from  one  side  of  the     world  to  another   Consumers/researchers  look  across  the  world  for  the  best   Higher  order  skills  are  at  a  premium   Integrated  world  markets  (IT  &  containerisa.on     mean  new  lower-­‐cost  producers  in  the  world  market)   Educa.on  itself  is  globalising:  mobile  students,     distance/online  learning,  compe..on  between  providers  
  5. 5. Worldwide  demand  for  learning   DEVELOPED  WORLD  DEVELOPING  WORLD  
  6. 6. Career  Paths  are  changing.   20TH  CENTURY   1-­‐2  jobs,  mastery  of  one  field   21ST  CENTURY   10-­‐15  jobs,  breadth,     depth  in  several  fields  
  7. 7. What is the purpose of Using Edu-Tech? ALTERNATIVELY: •  Deploying new media to forge new entry points into learning opportunity, achievement, and civic participation. •  Less about improving individual competitiveness; more focused on learning writ large, centering on values: equity, full participation and collective contribution. DOMINANT FOCUS: •  Lowering the costs of content delivery, improving ‘instruction’, and optimizing assessment for existing metrics, standards, and accountabilities. 2 visions competing or complementary?
  8. 8. Ruben Puentedura 2013
  9. 9. But  Al  Gore  adds  two  more….   •  The  emergence  of  rapid  unsustainable   growth  (in  popula.ons,  ci.es,  resource   consump.on  )   •  The  emergence  of  a  revolu.onary  new   set  of  biological  ,  biochemical,  gene.c   and  materials  science  technologies  that   are  enabling  us  to  recons.tute  the   molecular  design  of  all  solid  maVer,  and   seize  ac.ve  control  over  evolu.on  
  10. 10. “there  is  a  clear  consensus  that   the  future  now  emerging  will  be   extremely  different  from   anything  we  have  ever  known  in   the  past.  It  is  a  difference,  not  of   degree,  but  of  kind”   The  Future   Al  Gore  2013  
  11. 11. 27   Taken  to  together,  these   drivers  point  to   transforma4on,  not  just   improvement  
  12. 12. Google…   •  now  take  c.14%  of  their  hires  without  college   educa.on   •  think  test  scores  are  worthless  and  predict   nothing   •  rely  on  their  own  validated,  predic.ve,  structured   behavioural  interviews   •  think  that  too  many  colleges  don’t  deliver  on   what  they  promise.  “You  generate  a  ton  of  debt,   you  don’t  learn  the  most  useful  things  for  your   life.  It’s  [just]  an  extended  adolescence.”  
  13. 13. ./r' '"/,/,, ..:: .;;: ll-..,Il= -i ll =n [= i.t+ & "I'm uorkingpart time, but Im ltoping that once lfnish my miiter's they'll up rny hours tofull time-" T
  14. 14. “Beware.  Your  degree  is  not  a  proxy  for  your  ability   to  do  any  job.  The  world  only  cares  about  —  and   pays  off  on  —  what  you  can  do  with  what  you  know   (and  it  doesn’t  care  how  you  learned  it).     And  in  an  age  when  innova.on  is  increasingly  a   group  endeavor,  it  also  cares  about  a  lot  of  soc  skills   —  leadership,  humility,  collabora.on,  adaptability   and  loving  to  learn  and  re-­‐learn.     This  will  be  true  no  maVer  where  you  go  to  work.”   Laszlo  Bock   senior  vice  president  of  people  opera4ons,  Google   New  York  Times,  Feb  2014    
  15. 15. Are schools immune from the wave of ‘disintermediation’? Can they remain relevant if their roles and methods do not evolve radically? Do we all believe that schools should survive because of wider considerations?
  16. 16. Pedagogy   Place   Time            Partnership  
  17. 17. PHOTO BY REZA

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