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What it means to learn in the 3rd millennium
FOCUS ON THE LEARNER                   •  Need to capture the                      delight of learning as                 ...
TIMES CHANGE               •  Remember the intrigue of                  listening to the first moon                  landi...
How have we embracedtechnology…… in the four decadesso far?
THE EIGHTIES•  Computers in the back of the   room•  Emphasis on the stand-alone   device, used in isolation•  Primitive u...
THE NINETIES               •  Computers now networked                  and connected               •  Birth of the world-w...
THE NAUGHTIES                •  The Web becomes social                •  Emphasis on relationships,                   cont...
THE ‘TEENS’              •  The web becomes personal              •  Emphasis on personal                 management of co...
In the future our learning will be even moredigital, more mobile, and more multimediathan it is now.It frequently will be ...
In the future our learning will be even moredigital, more mobile, and more multimediathan it is now.Principle #1= Ubiquity
UBIQUITY    •  In the knowledge economy       everything is mobile    •  Ubiquity in terms of       •    Physical space   ...
It frequently will be more informal anddefinitely will be more self-directed,individualized, and personalized.Principles #2...
AGENCY         •  “The power to act”         •  “Sense of ownership”         •  “Executing and controlling            one’...
http://tinyurl.com/243zt9c
It will be more open and more accessibleand may occur in simulation or video game-like environments.It will be more networ...
CONNECTED•  Knowledge, and its application, not raw materials, is   key to the 21st century economy•  Knowledge is dynamic...
Organisation of learning at school   Organisation of learning at home
Welcome to the world ofdisintermediation……and the rise of the free-agentlearner!
FREE AGENT CHARACTERISTICS                                      •  Self directed learning                                 ...
So what does this mean for us –the educators in the system?
We must remember that we arelearners too.
What does ubiquity, agency andconnectedness look like in mylife as a learner/teacher?
TEACHERS ACTING AS DESIGN SCIENTISTS…                         1.  keep improving their practice                         2....
CORE’S TEN TRENDS                                •    Open-ness                                •    Ubiquitious Learning  ...
KEY TRENDS                                   •    People expect to be able to work, learn, and                            ...
•  Personal inquiry learning           •  Seamless learning           •  MOOCs           •  Assessment for learning       ...
You don’t have to doit alone...
Remember this…
The real action is in usingICTs to change theexperience of learning,not as a deliverychannel.
Derek Wenmoth          Email: derek@core-ed.orgBlog: http://blog.core-ed.org/derek                Skype: <dwenmoth>
Akonga #M
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Akonga #M

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What it means to learn in the third millennium - presentation made to the staff of the Open Polytech of NZ, August, 2012

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Transcript of "Akonga #M"

  1. 1. What it means to learn in the 3rd millennium
  2. 2. FOCUS ON THE LEARNER •  Need to capture the delight of learning as seen in our grandchildren •  Such complex learning takes place in these early years, who teaches them this stuff? •  Emphasis on trail and error, on experience, on discovery •  We lose these things in our formal education approaches
  3. 3. TIMES CHANGE •  Remember the intrigue of listening to the first moon landing •  In 2012 we could interactively participate through watching on UStream
  4. 4. How have we embracedtechnology…… in the four decadesso far?
  5. 5. THE EIGHTIES•  Computers in the back of the room•  Emphasis on the stand-alone device, used in isolation•  Primitive user interfaces•  Emphasis on productivity
  6. 6. THE NINETIES •  Computers now networked and connected •  Birth of the world-wide web •  Emphasis on access to information, search, storage and curation.
  7. 7. THE NAUGHTIES •  The Web becomes social •  Emphasis on relationships, contribution, creation
  8. 8. THE ‘TEENS’ •  The web becomes personal •  Emphasis on personal management of content, communities and conversations
  9. 9. In the future our learning will be even moredigital, more mobile, and more multimediathan it is now.It frequently will be more informal anddefinitely will be more self-directed,individualized, and personalized.It will be more open and more accessibleand may occur in simulation or video game-like environments.It will be more networked and moreinterconnected and often will occur online.
  10. 10. In the future our learning will be even moredigital, more mobile, and more multimediathan it is now.Principle #1= Ubiquity
  11. 11. UBIQUITY •  In the knowledge economy everything is mobile •  Ubiquity in terms of •  Physical space •  Technology •  Conceptual space •  Social space •  Dispersed over time •  Any place, any pace, any time, any device…
  12. 12. It frequently will be more informal anddefinitely will be more self-directed,individualized, and personalized.Principles #2= Agency
  13. 13. AGENCY •  “The power to act” •  “Sense of ownership” •  “Executing and controlling one’s own actions” •  “Self-efficacy” •  “Personalisation”
  14. 14. http://tinyurl.com/243zt9c
  15. 15. It will be more open and more accessibleand may occur in simulation or video game-like environments.It will be more networked and moreinterconnected and often will occur online.Principle #3Connectedness
  16. 16. CONNECTED•  Knowledge, and its application, not raw materials, is key to the 21st century economy•  Knowledge is dynamic and generative – it exists in the ‘spaces between’ us•  Creating, processing, storing, transmitting and applying knowledge creates economic vitality•  Each of us is a ‘node’ on the network of learning
  17. 17. Organisation of learning at school Organisation of learning at home
  18. 18. Welcome to the world ofdisintermediation……and the rise of the free-agentlearner!
  19. 19. FREE AGENT CHARACTERISTICS •  Self directed learning •  Un-tethered to traditional institution •  Expert at personal data aggregation •  Power of connections •  Creating new communities •  Not tethered to physical networks •  Experiential learning •  Content developers •  Process as important as knowledge gainedhttp://teachthinktech.learningconnective.org/post/1656186536/free-agent-learners
  20. 20. So what does this mean for us –the educators in the system?
  21. 21. We must remember that we arelearners too.
  22. 22. What does ubiquity, agency andconnectedness look like in mylife as a learner/teacher?
  23. 23. TEACHERS ACTING AS DESIGN SCIENTISTS… 1.  keep improving their practice 2.  have a principled way of designing and testing improvements in practice 3.  build on the work of others 4.  represent and share their pedagogic practice, the outcomes they achieved, and how these related to the elements of their design.http://www.amazon.com/Teaching-Design-Science-Pedagogical-Technology/dp/041580387X
  24. 24. CORE’S TEN TRENDS •  Open-ness •  Ubiquitious Learning •  Smart Web •  Data Engagement •  Virtual Learning •  Personalisation •  Citizenship •  Thinking 3D •  Social Learning •  User + Controlhttp://www.core-ed.org/thought-leadership/ten-trends
  25. 25. KEY TRENDS •  People expect to be able to work, learn, and study whenever and wherever they want to. •  The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized •  The world of work is increasingly collaborative, driving changes in the way student projects are structured. •  The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators •  Education paradigms are shifting to include online learning, hybrid learning and collaborative models.http://www.nmc.org/publications/horizon-report-2012-higher-ed- •  There is a new emphasis in the classroom onedition more challenge-based and active learning.
  26. 26. •  Personal inquiry learning •  Seamless learning •  MOOCs •  Assessment for learning •  New pedagogy for e-books •  Publisher-led short courses •  Badges to accredit learning •  Rebirth of academic publishing •  Learning analytics •  Rhizomatic learninghttp://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_July_2012.pdf
  27. 27. You don’t have to doit alone...
  28. 28. Remember this…
  29. 29. The real action is in usingICTs to change theexperience of learning,not as a deliverychannel.
  30. 30. Derek Wenmoth Email: derek@core-ed.orgBlog: http://blog.core-ed.org/derek Skype: <dwenmoth>
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