Ten Trends 2013 presentation


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CORE Eduation's Ten Trends in education for 2013

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Ten Trends 2013 presentation

  2. 2. Monitoring our trends over timeFollow the link toaccess the info-graphic ofCORE‟s tentrends over thepast 7 years:http://infogr.am/CORETENTRENDS-415
  3. 3. How the trends are organised…Explanation A brief statement describing what the trend is about.Drivers Examples of the key innovations that are creating change and driving this trend: •Social •Technological •Educational.Impact Examples of the current experience of teachers and learners that illustrate the impact of this trend on teaching and learning.Implications Suggestions of where this trend may be taking us, and the future possibilities for our work as educators.
  4. 4. Personalisation
  5. 5. Personalisation: ExplanationThere is a growing awareness that one-size-fits-allapproaches to school knowledge and organisationare ill-adapted both to individuals‟ needs and to theknowledge society at large.
  6. 6. Personalisation: DriversSocial•Rise of the free-agent learnerTechnological•Adaptive and assistive technologiesEducational•Adaptive learning•Individualised education plans (IEPs)•Student initiated learning and pathways
  7. 7. Personalisation: Impact•ePortfolios•BYOD (device)•BYOD (data)•Personalisation and adaptive learning at a largescale•Personalised ways of interacting with devices:text2speech, gestures etc.
  8. 8. Personalisation: ExamplesFlipped Classroom and MOOCs• http://www.hackeducation.com/2012/11/28/top-ed-tech-trends-of-2012-flipped-classroom/• http://mfeldstein.com/moocs-the-new-higher-education/New Theories about Learning• http://connectivismresearchprojectb.pbworks.com/w/page/16361630/FrontPage• http://www.educatorstechnology.com/2013/01/a-must-have-free-handbook-for-learning.html?m=1• http://newsroom.opencolleges.edu.au/features/30-surprising-research-findings-about-how-students-learn/Adaptive learning• http://en.wikipedia.org/wiki/Adaptive_learning• http://learnsmartadvantagedemo.com/smartbook.htmlChanges in teaching force• http://www.eschoolnews.com/2012/12/07/7-trends-that-have-shaped-the-teaching-force-in-the-last-20-years/
  9. 9. Personalisation: Implications•When students use eLearning in your school howoften does every student do something different?•What use are we making of learning analytics topredict and advise on learning through theapplications we use?•How might an adaptive web environment bebeneficial to schools, e.g. for personalising learnerspaces, interactions with parents and communityetc?
  10. 10. User + Control
  11. 11. User + control: ExplanationUsers of technology are increasingly seeking tofind ways to programme what theyre using, andexercise control over what it does and how itperforms.
  12. 12. User + control: DriversSocial•Demand for programming experience frombusiness world.•A desire to shape our tools rather than let themshape us.Technology•„hacking‟ and „modifying‟ of existing programs anddevices using user-friendly interfaces.•Tech‟s increasing potential for personalisationand customisation.Educational•Career options for students•Motivation, engagement
  13. 13. User + control: Impact•Online instruction (Codeinayear, Codecademy,Khan)•Computer studies/digital technologiesprogrammes in schools•CSUplugged.org•Maker movement/Makerspaces•Arduino, Robotics
  14. 14. User + control: implications•What opportunities do students have to createnew knowledge (and things) as well as useexisting?• What is happening in your school to cater forand encourage those students who have aninterest in computer programming?
  15. 15. Virtual Learning
  16. 16. VL: ExplanationOpportunities are expanding internationally, withthe development of virtual schools in manycountries. It is an effective way of providing accessfor those who may not otherwise be able toparticipate - not only for students, but for teacherprofessional development also.
  17. 17. VL: DriversSocial• Demand for life-long learning, informal learningTechnology•Affordability of and accessibility to technologiesand broadband technologiesEducational•Desire for access to wider range of curriculumoptions•Specialist teacher shortages•Constraints on time and budget for PD
  18. 18. VL: ImpactVirtual Learning Network (NZ)•http://www.vln.school.nz•Growth of virtual schooling (international)•Online PD options•Expansion of formal and informal learningopportunities online•Blended learning? - where virtual learningsupplements face to face settings
  19. 19. VL: Implications•How do your programmes of learning enablestudents to continue learning outside of theclassroom or school hours?• What sorts of projects could you involve yourstudents in right now that would provide them withthe rich experiences of collaborating on authentictasks, and connecting virtually with experts?• How might you embrace the opportunities ofprofessional learning for staff in the onlineenvironment?
  20. 20. http://www.flickr.com/photos/5552430 9@N05/5378314720/sizes/m/in/photSmart ostream/ Web
  21. 21. Smart web: ExplanationThe number of devices and services connected tothe web is building a deeper understanding of ouractivities, along with the growing collective ofpooled intelligence and creativity, the network itselfis forming an intelligence of its own.
  22. 22. Smart web: DriversSocial•Inernet-capable consumer appliances•Geo-location devicesTechnologIcal•RFID technologies•„Internet of things‟Educational•Drive for evidence-based practice
  23. 23. Smart web: Impact•Smart libraries•Smart text books•Smart classrooms•Auto-identification and tracking of students andstaff•http://www.nzherald.co.nz/technology/news/article.cfm?c_id=5&objectid=10858723&ref=newsl_morningnewsdirect_J20080513_133717_5781_6889_875540616• Project Glass:www.youtube.com/watch?v=9c6W4CCU9M4
  24. 24. Smart Web: Implications•How might an „internet of things‟ apply in aneducation setting, e.g tracking students, smartbuildings, etc.?• What are some of the social and ethicalconsiderations that will need to be resolved?• Consider specifically how school resources,including library resources, could be manageddifferently? What are the implications for librariesthemselves?
  25. 25. Data Engagement
  26. 26. Data engagement: ExplanationWhat has historically been confined to print and/ororal/aural communications, is now accessible in arange of new and exciting ways. In addition, whereengagement tended to be passive, it is now anactive experience.
  27. 27. Data engagement : DriversSocial•Greater emphasis on visualizationTechnology•New forms of human interface technologies•Graphical data representation and manipulationEducational•Catering for learning styles
  28. 28. Data engagement: Impact•Augmented reality/Google glass•Adaptive learning: Memrize, Knewton, etc.•„Touch‟ technologies•Haptics•Future of search•Semantic web
  29. 29. Data engagement: Links•big data/analytics ("Data is the currency of the socialweb):http://www.nzherald.co.nz/technology/news/article.cfm?c_id=5&objectid=10858495•http://theantimap.com•http://m.guardian.co.uk/technology/2013/jan/19/google-search-knowledge-graph-singhal-interview•http://www.meograph.com/education
  30. 30. Data engagement: implications•What advantages and opportunities do the newforms of data manipulation provide for teachersand students?• What use are you making of the open datasources that are now available?• What provision are you making for the new formsof interaction design that are emerging in yourthinking for the future?
  31. 31. Thinking 3D
  32. 32. 3D thinking: ExplanationWe live in a 3D world, and increasingly thetechnologies at our disposal are providingopportunities to create, visualise and represent ourideas in 3D.
  33. 33. 3D thinking: DriversSocial•Increase in need for 3D thinking in employment•Common use of 3D representations (movies,printers, games)Technologyical•Growth of consumer level 3D tools andapplicationsEducational•3D is a more authentic way to learn about theworld because the world is 3D!•3D gives the chance to work in the abstract.Virtual & imaginary worlds.
  34. 34. 3D thinking: Impact•3D printers•3D projectors•3D TVs and movies•3D online environments•Augmented reality
  35. 35. 3D thinking: Links•http://www.3d-thinking.com/•http://blogs.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/•http://blenderartists.org/forum/showthread.php?197530-can-you-think-in-3d•http://jezebel.com/5840380/welcome-to-the-future-printable-food•http://www.ted.com/talks/neil_gershenfeld_on_fab_labs.html
  36. 36. 3D thinking: implications•How is „thinking in 3D‟ understood by staff andstudents?•How is it promoted and encouraged amongstudents in your school?•What opportunities do students have to create 3Dobjects as evidence of learning?
  37. 37. Citizenship
  38. 38. Citizenship: ExplanationCitizenship involves understanding the „rules‟ andboundaries that exist in our expanding world whichincludes the „virtual‟, relearning the rights andresponsibilities of being a good citizen in this newlandscape.
  39. 39. Citizenship: DriversSocial•Global futures, globalisation, global impacts•Increasing online participation of citizensTechnology•Global connectivity and global reach•Issues of control, ownership, access,responsibilityEducational•Concerns about online safety•Emerging mores around online participation•Globalised reach of education
  40. 40. Citizenship: Impact•Cybersafety programmes•Cyber security/filtering•Digital literacy•Policy and practice in schools (modeling)•Global citizenship•Tension between „white list‟ & „black list‟.Providing safety but also some risk for students.
  41. 41. Citizenship: Links•Social Media Guidelines for Teachers•Social Media resources for teachers•My Learn-Guide-Protect (MyLGP) resource
  42. 42. Citizenship: Implications•How well is the concept of global citizenshipembedded within your school curriculum? Do youhave a vision for the global future that yourstudents will inhabit?•What is your personal/school vision for beingdigitally literate?•How are the practices of cyber-citizens beingmodelled in your school? What would be theresponse of staff to a breakdown in this area?
  43. 43. Social Learning
  44. 44. Social learning: ExplanationSome educational institutions are already makingtheir content available through social channels, butit‟s also about considering Issues aroundnavigating and managing privacy, awareness of thegrowing e-commerce industry and its impact onglobal economies etc.
  45. 45. Social learning: DriversSocial•Personal online identities•Explosion of participation in social networking sites•Changing behaviours around online servicesTechnology•Explosion in availability of number and range of socialnetworking sites.•The web can filter and shape (personalise) massivesimultaneous contributions. Make signal from noise.Educational•Need/desire to link with and leverage lived world of learners.•Understanding of the brain shows increasing importance of thesocial aspect of learning.
  46. 46. Social learning: Impact•Personal learning networks, incl.Twitter, Facebook•Informal learning•OERu•Self-organisation online, (GoogleCircles, “friends”, groups etc.)•Facebook - CHCH earthquake
  47. 47. Social learning: implications•What use do you make of social media?•What use is made of social media by students forlearning in your school?•How does your staff understand the concept ofnetworked knowledge building, and knowledgebuilding communities?•How are these understandings manifest in yourschool?
  48. 48. Ubiquity
  49. 49. Ubiquity: ExplanationUbiquity is about learning anywhere, at anytimeusing any device. It is being driven by theconvergence in development of cloud computing,online services and mobile devices.
  50. 50. Ubiquity: DriversSocial• Widespread use of social media• Expectation of being “always on, alwaysconnected”Technological• mobile technologies, cloud computing• online services, UFB access, wirelessEducational• Evidence/research revealing learning works bestin the right context and the right time.
  51. 51. Ubiquity: Impact•School wireless networks and BYOD•Move to portable devices from desktops•Adoption of cloud-based applications (LMS, SMS,accounting)Examples:• http://www.teachthought.com/technology/reasons-to-use-tablets-in-the-21st-century-classroom/
  52. 52. Ubiquity: Implications•Is your school network prepared to accommodatethe influx of student-owned mobile devices beingconnected?• Are your students‟ home and school learningexperiences as rich and as deep as each-other?• How could your school make effective use of„cloud-based‟ applications and services forstudents and staff?
  53. 53. Open-ness
  54. 54. Open: ExplanationOpen approaches in education is a response tomany of the aspects of our current system that maybe described as closed, creating new ways ofthinking about access to educational opportunitiesand resources, minimising barriers and opening upopportunities for participation.
  55. 55. Open: DriversSocial•Creative commons licensing•Increased online access and availabilityTechnological•Open source•Open accessEducational•Global competition among institutions•Reaction against the walled garden approaches of the 80sand 90s•Openness in school design - open spaces
  56. 56. Open: Impact•Open-courses e.g. MOOCs•http://mfeldstein.com/moocs-the-new-higher-education/•Open-resources•http://www.wikieducator.org and http://www.khanacademy.com•Open-accreditation e.g. „badges‟•http://www.evolllution.com/distance_online_learning/audio-exploring-the-uses-of-digital-badges
  57. 57. Open: Implication•How much of your learning programme/content isdeveloped with teachers from other schools?•How could augment your learning programmeswith open education options to benefit yourstudents? your staff?•What processes would you need to put in place toensure the appropriate licenses are adhered to?•How might you/your staff gain the experience ofopen teaching? How might you ensure yourstudents gain the skills/experience of learning thisway?
  58. 58. For more information, videosand resources visit:www.core-ed.org/ten-trends