SCHOOLS,KNOWLEDGE&&EDUCATIONAL CHANGE John Morgan and Ben Williamson
www.futurelab.org.ukGaming in familiesA literature reviewMary Ulicsak, Martha Wright, Sue Cranmer, FuturelabAugust 2009
FUTURELAB SERIESREPORT 8:Literature Review inGames and Learning John Kirriemuir, Ceangal Angela McFarlane, Graduate School of Education, University of Bristol
games and learninga handbook from Futurelab 2005
FUTURELAB SERIESREPORT 11:Literature Review in MobileTechnologies and Learning Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike Sharples University of Birmingham
AIMS:build a challenging and long term VISION for education inthe context of socio-technological change 2025 and beyondLong 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 hereSocio-technological Trendswhat are the sorts of trends we need to be aware of? 5 review areas Keri Facer, 2009, BCH Final Report
Generations and LifecourseTrend 1 • declining fertility rate • decreasing mortality rate • shifting family structures • increased global migration Keri Facer, 2009, BCH Final Report
Identities, Citizenship,Trend 2Communities • expanded boundaries of identity • changing nature of community • changing civic participation Keri Facer, 2009, BCH Final Report
Knowledge, Creativity,Trend 3Communication • 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
Trend 3Work and Employment • restructuring of work • increasing career changes • increasing job polarisation Keri Facer, 2009, BCH Final Report
Trend 3State/Market/Third Sector • 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
Trend 3Other Trends... • advancement in learning sciences Keri Facer, 2009, BCH Final Report
Creating the personal ‘cloud’The capacity to connect to a network and be constantlyconnected to knowledge, resources, people and toolsThe ability to be ‘wrapped’ in an information landscaperather 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 aboutmore stuff”Gather, store, use, share more data about more of ourworld 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 institutionWhat 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 educationdevelopment: ....how do we achieve our potential?
Section title goes hereResponding 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 Mapping Where 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 widelyrecognized, 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 donot 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
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’