H&IELearningCentres

Preparing for the Future Mobile learners, networked learning Dan Sutch [email_address]

Overview

Introduction to Futurelab

Resources and work

Projects

Changing Contexts

Changes to education now

Changes beyond current horizons

Socio-tech

Social changes

Technology changes

Possibilities

Example projects and provocations

Questions

The challenge…

“ We need the combined expertise of industry, academia, practitioners and policy to design and implement the tools, the technologies and practices that will revolutionise the way we learn” Lord Puttnam

http://tinyurl.com/FuturelabInnovation

www.futurelab.org.uk/resources/documents/handbooks/innovation_handbook.pdf

futurelab.org.uk/projects Space Signpost My-E Mobi Missions Ecolibrium Exploratree Astroversity Moovl Enquiring Minds Fizzees

Literature Reviews

Mobile technologies and Learning

Learning with digital technologies in museums, science centres and galleries

Further Literature

Networked Learning

Social software

http://www.futurelab.org.uk/resources

Projects

http://www.futurelab.org.uk/projects

Questions

What would you ask the ‘Oracle at Delphi’ to inform your strategy/practice now?

From the presentation today:

What challenges you the most?

What interests you the most?

Personalisation

Learner Voice

Use of new technologies

New school infrastructure

Linking to informal learning

Extended schools

Family Learning

Lifelong learning

Key descriptors of a currently changing educational paradigm:

The BCH programme is aiming to 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 UK education system

Inform current strategy, decision making and planning

Futurelab running the programme in partnership with DCSF

www.beyondcurrenthorizons.org.uk

Challenges: Generations and Life-course: ... By 2030 half the population will be over 50, one quarter over 65 ...ageing societies require the transfer of educational resources between young and old ... The role of “qualifications” will need to be re-examined ... “radical longevity” ...education as family’s ‘active health’ State, Market, Third Sector : ... Education is likely to be pluralistically funded by individuals, communities, employers, governments and private enterprise ... Pressure groups as the new ‘opposition’ ... Role of industry members as ‘teachers’ ... Links between young people learning and workforce development Knowledge, Creativity and Communication: ... Provigil and ‘cosmetic neurology’ ... Performance through smart drugs may require a trade off with creativity and originality ... New forms of sharing and communicating ... A change in what is perceived as important, new and necessary knowledge ... New ways of organising and representing knowledge Identities, Citizenship and Communities: Fertility rate that is below the replacement level and high levels of inward migration lead to a lower proportion of younger people and a more ethnically diverse ageing population ... Relationships between geographic, language-based, religious and virtual communities ... Online identities, avatars, virtual presence Working and Employment: ... Changing working hours and locations, and the implications for how schooling is organised ... Changing organisation of schooling, and the implications for working hours and locations ... Retirement based upon medical records not age ... Multi-generational workforces

Emerging social trends

Aging population (healthy or unhealthy?)

Continued importance of childhood education for future success

Rise of parental purchasing power and informal learning economy

Increased rapid migration across all socio-economic groups

Development of reconstituted and complex family structures

Intensification of work across all areas of life

Increasingly complex IT systems outstrip human capacity to manage and predict outcomes

Blurring of the lines between public and private sector provision

Emerging technological trends

Continuation of Moore’s Law http://tinyurl.com/SciTech

Processing power faster and cheaper

Once per decade disruptions

Mainframe to mini-computers to PC to Mobile to ...

Computing as bio-science

Learning from biology to inform design of systems

Cosmetic psycho-pharmacology

Smart drugs, enhancements

Invasive & non-invasive brain/machine interfaces

New ways to control and interact with technologies (prosthetics etc)

3D printing and printable electronics

In every school, learning centre, rapid manufacturing

Artificial Intelligence remains hard

Technologies assist, rather than take over from human action

Large scale systems of systems

Wide scale data sharing through complex systems

Changing context: what new approaches?

Mobility

Organising and bringing together

Places and learning environments

New solutions to old problems

Access to ‘formal’ knowledge

Access to information

New tasks

New tools

digital divide  mobility  personalisation  ownership  portable  location sensitive  embedded technologies  linking home and school experiences  mobile learning  widening access to resources  empowering learners  augmented realities  context sensitive  authentic audiences  collaborative tools  communication tools  hard to reach learners  self organisation  5m under 16s own a mobile phone  conversational learning  supportive technologies  one to one access  social skills  distributed access to experts  sensor technologies  situated learning  engagement and motivation  linking formal and informal  change to student-teacher relationships  mobile technologies  authentic purpose  developing students’ confidence  enabling new learning networks  90% of young people own a mobile phone  incidental learning  conversation in context  ubiquitous learning  25% primary children own a mobile phone  multimedia capabilities  autonomous learners  community learning  multiple communication channels  opportunistic learning  enabling tool  accessing family learning 

Mobile learning

www.createascape.org.uk

School of Everything http://www.schoolofeverything.com/ Ways of organising

Studio Schools™ http://launchpad.youngfoundation.org/fund/learning-launchpad/events/studio-schools

http://www.youngcooperatives.org.uk/ Young Cooperatives

http://ocw.mit.edu

www.popurls.com

www.dulwichpicturegallery.org.uk / GOOD TIMES – Prescription for Art

The Haptic Cow is a virtual reality simulator developed to train veterinary students to palpate the bovine reproductive tract, to perform fertility examinations and to diagnose pregnancy. The simulator uses haptic (touch feedback) technology, which allows a user to interact with a 3D virtual environment through the sense of touch. When being trained with the Haptic Cow, the student palpates computer generated virtual objects resembling parts of the bovine reproductive tract. The teacher provides instruction and feedback while following the student's actions inside the cow on the computer monitor. Phantom haptic 3D printers Nuffield Design/Young Foresight project QTC is clever stuff. It comes as thin sheets or a powder. It can be built into textiles or fixed to hard surfaces. In a relaxed state it is a good insulator. When it is stretched, squashed or twisted it becomes a conductor. The harder you stretch, squash or twist it the better it conducts. It’s already been used in power tools and a robot hand.

Videopaper Slideshare Bubbleply www.skrbl.com www.nextgenteachers.com YackPack www.diigo.com Keep Toolkit Twitter.com/Dannno

www.grupthink.com www.diigo.com Keep Toolkit Del.ici.ous Createascape futurelab.org.uk/projects/why-dont-you

Questions