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Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
Future of Learning 2030
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Future of Learning 2030

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In the context of a project conducted by the Dutch research institute, TNO, the Open University of the Netherlands, the Media company Attic Media and the Institute for Prospective Technological …

In the context of a project conducted by the Dutch research institute, TNO, the Open University of the Netherlands, the Media company Attic Media and the Institute for Prospective Technological Studies (IPTS) of the European Commission's Joint Research Centre (JRC), we are conducting a foresight study called FORLIC - Foresight on Learning, Innovation and Creativity, dealing with the structures, developments, chances and challenges of future education.

The study thus focuses on:

• Foresight analysis
• The role of technology for future education
• Changes and challenges of the future education system
• The development of scenarios

-> How will we learn in the future?
-> What will we need in the future?
-> Will there be new jobs and the need for new curricula?
-> Can we deal with the challenges?

The aim of the project: Finding answers to the strategic challenges in the years towards 2030 in regard to technological opportunities and challenges as well as societal needs.

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  • 1. The Future of Learning Dr. Miriam Leis Foresight Researcher TNO  +31-15-269 5488 [email_address]
  • 2. FORLIC – Foresight on Learning, Innovation and Creativity 03. Feb, 2010 <ul><li>Foresight-related project about technology and society </li></ul><ul><li>TNO (NL), Open University (NL), Attic Media, </li></ul><ul><li>Institute for Prospective Technological Studies (IPTS) </li></ul><ul><li>Foresight analysis </li></ul><ul><li>The role of technology for future education </li></ul><ul><li>Changes and challenges of the future education system </li></ul><ul><li>The development of scenarios </li></ul><ul><li> How will we learn in the future </li></ul><ul><li> What will we need in the future </li></ul><ul><li>How can we deal with the challenges? </li></ul><ul><li>Finding answers to the strategic challenges in the years towards 2030 </li></ul>
  • 3. FORLIC – Project Methodology 03. Feb, 2010 <ul><li>Identification of Drivers </li></ul><ul><li>DESTEP Analysis </li></ul><ul><li>Demographic </li></ul><ul><li>Economic </li></ul><ul><li>Social </li></ul><ul><li>Technological </li></ul><ul><li>Ecological </li></ul><ul><li>Political </li></ul><ul><li>factors that influence </li></ul><ul><li>the future of learning </li></ul>Foresight Analysis Literature review of foresight studies about the future of learning, jobs, skills and competences Developing Visions for the Future of Learning 2030 Development of Scenarios Policy Assessment Dissemination and stakeholder participation LinkedIn Facebook YouTube Delicious Twitter Lessons learned in foresight methodology
  • 4. Characteristics of the scientific, technological and societal developments (as found in foresight studies) 03. Feb, 2010 <ul><li>Decreasing half-life of knowledge </li></ul><ul><li>(Need for) growing interdisciplinarity </li></ul><ul><li>Rising life expectancy </li></ul><ul><li>Growing complexity and expectations </li></ul>
  • 5. Social computing, web 2.0, search engines: Information becomes global, fast and collaborative 03. Feb, 2010 <ul><li>Forums, blogs and discussion groups foster interdisciplinarity and everybody can be a teacher and a student in certain areas. </li></ul><ul><li>Search/knowledge engines can provide answers whenever needed </li></ul><ul><li>Mobile devices – the world’s knowledge in your pocket </li></ul>
  • 6. Education becomes virtual and cheaper 03. Feb, 2010 <ul><li>Internet-based/online college/university courses make studying </li></ul><ul><li>and education cheaper and accessible around the world </li></ul>Eudoxa virtual public policy seminar in Second Life
  • 7. Virtual and augmented reality provides new opportunities for learning and experience 03. Feb, 2010 <ul><li>Advances in VR/AR technology give opportunities for </li></ul><ul><li>hands on experiences that would otherwise be impossible </li></ul>HLRS - High Performance Computing Center Stuttgart
  • 8. Challenges for ICT-based learning 03. Feb, 2010 <ul><li>Digital divide is still a reality (only 52% of Europeans have Internet Access as of 2009) </li></ul><ul><li>Accessing is not necessarily understanding (e.g. JIT learning, using search engines, copy-paste mentality) </li></ul><ul><li>The usage of technology has to be learned  Digital Skills (e.g. data access, privacy protection, detecting fraud, IPR, dealing with anonymity etc.) </li></ul><ul><li>Ability to evaluate information (what and whom to trust) </li></ul><ul><li>New pedagogical skills and motivation for learning </li></ul><ul><li>Netiquette </li></ul>
  • 9. Digital Divide – Still Reality… 03. Feb, 2010 Still 74.4% of the world population does not have internet access Source:http://www.internetworldstats.com/stats.htm
  • 10. Emerging needs for the future society… 03. Feb, 2010 <ul><li>Solving complex (information) problems (theories, devices, regulations etc. get more complicated and complex) </li></ul><ul><li>Need to continuously update (technical) skills (decreasing half-life of knowledge and information) </li></ul><ul><li>Increasing relevance of social / soft and (inter)cultural skills (in a global, interdisciplinary, multicultural and diverse society) </li></ul><ul><li>Self-Management / Regulation Skills / Time management (accelerating pace of society) </li></ul><ul><li>Responsibility / Accountability (within an increasingly complex and “anonymous” world) </li></ul>
  • 11. A Future University Curriculum? 03. Feb, 2010 <ul><li>Futures Studies & Forecasting </li></ul><ul><li>Policy, Law & Ethics </li></ul><ul><li>Finance & Entrepreneurship </li></ul><ul><li>Networks & Computing Systems </li></ul><ul><li>Biotechnology & Bioinformatics </li></ul><ul><li>Nanotechnology </li></ul><ul><li>Medicine, Neuroscience & Human Enhancement </li></ul><ul><li>AI & Robotics </li></ul><ul><li>Energy & Ecological Systems </li></ul><ul><li>Space & Physical Sciences </li></ul>Already reality at the US ‘Singularity University’ founded by Peter Diamandis and Ray Kurzweil and supported by google among others ( http://singularityu.org/ )
  • 12. Future jobs? 03. Feb, 2010 <ul><li>There may also be totally new jobs in the future by 2020 as the </li></ul><ul><li>UK Fast Future Research is assuming – here some examples: </li></ul><ul><li>Body part maker </li></ul><ul><li>Nano-medic </li></ul><ul><li>Farmer of genetically engineered crops and livestock </li></ul><ul><li>Vertical farmers </li></ul><ul><li>Memory augmentation surgeon </li></ul><ul><li>‘ New science’ ethicist </li></ul><ul><li>Space pilots, tour guides and architects </li></ul><ul><li>Climate change reversal specialist </li></ul><ul><li>Virtual lawyer </li></ul><ul><li>Avatar manager / devotees / virtual teachers </li></ul><ul><li>Time broker / Time bank trader </li></ul><ul><li>Waste data handler </li></ul><ul><li>Source: http://fastfuture.com/wp-content/uploads/2010/01/future_jobs_sheet.pdf ) </li></ul>
  • 13. Beyond Technology 03. Feb, 2010 However, technology alone can not ensure a successful future, for life-long-learning and that we really learn what we need to know
  • 14. Beyond Technology 03. Feb, 2010 <ul><li>Technology, especially ICT opens up many new ways for learning, </li></ul><ul><li>collaboration, communication, experiences, experimentation and </li></ul><ul><li>research, but this also requires an according societal climate and </li></ul><ul><li>ways to provide answers and advises: </li></ul><ul><li>that encourages interdisciplinary cooperation </li></ul><ul><li>that advises on how to learn and how to deal with data and information </li></ul><ul><li>that serves the humanistic side of learning and education </li></ul><ul><li>that allows for better equality in access and opportunities </li></ul><ul><li>how to assess what has been learned? </li></ul><ul><li>that make sure that we learn and know the right things and foster </li></ul><ul><li>curiosity and creativity </li></ul><ul><li>to ensures that people understand what they access </li></ul>
  • 15. Visions for the Future of Learning and Education 2030 03. Feb, 2010 <ul><li>Universal access to good quality learning opportunities </li></ul><ul><li>Customised learning opportunities (finding the best method for the individual) </li></ul><ul><li>Balance between education in technical and natural science subjects as well as culture, arts and humanities </li></ul><ul><li>Emphasis on learning to take responsibility </li></ul><ul><li>Trustworthy technology </li></ul><ul><li>Goal-oriented application of technology for human needs </li></ul><ul><li>Better motivation for (life-long) learning </li></ul>
  • 16. Last but not least – where to best store our knowledge ? 03. Feb, 2010 Brain CD Rom Hard Disk Stone Paper DNA Crystal
  • 17. THANK YOU FOR YOUR ATTENTION 03. Feb, 2010 The project “Future of Learning”: http://www.futureoflearning.eu LinkedIn: http://www.linkedin.com/groups?gid=2266966&trk=myg_ugrp_ovr Facebook: http://www.facebook.com/group.php?gid=176371588344 Youtube http://www.youtube.com/user/FutureofLearning2030 Dr. Miriam Leis [email_address]

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