Map of future forces affecting education 2006 - 2016

Slide 1: KnowledgeWorks Foundation/Institute for the Future 2006-2016 Map of Future Forces Affecting Education 1

Slide 2: Why a 10-year map? 10-year • Set the present in context •To be provocative •Elevate the education conversation 2

Slide 3: How is KnowledgeWorks Foundation using the map? • Strategic planning • Spark catalysts for education change • Wide distribution • Interactive Website 3

Slide 4: What is the map? • Forecast, not prediction • Future is here now, just unevenly distributed • Contextual information • Help to create the future you want to create 4

Slide 5: Format of Map • Grid • Drivers and Hotspots • Dilemmas • Foresight to Insight to Action • Back of Map ＊Text ＊ Directions of change 5

Slide 6: Drivers of Change • Grassroots economic • Smart networking • Strong opinions, strongly held • Sick herd • Urban wilderness • The end of cyberspace 6

Slide 7: Grassroots Economics 7

Slide 8: Smart Networking 8

Slide 9: Strong Opinions, Strongly Held 9

Slide 10: Sick Herd 10

Slide 11: Urban Wilderness 11

Slide 12: Urban Wilderness • Nation’s metro areas are • In 1999, 12 of the nation’s home to 80% of the US 18 largest consolidate population metro areas were responsible for 66% of all • Majority of economic and patents and 43% of the jobs population growth over the related to technology past 25 years has occurred development. in 30 large metropolitan regions. • These same communities are magnets for young talent. 12

Slide 13: The End of Cyberspace The Forerunner 201 13

Slide 14: Get Out and About • GPS Systems – by car, phone, PDS • Hotels now offering guests a device, TAOcity PDA, that has a detailed touch screen map fitted with a GPS system. • In Rome, guests receive a personal “city navigator” which is an MP3 player with 2 audio tours and a digital camera • The user’s interaction with the web (application) happens asynchronously — independent of communication with the server. So the user is never staring at a blank browser window and an hourglass icon, waiting around for the server to do something. 14

Slide 15: TWO big stories on the map • VUCA story • Expanding learning economy 15

Slide 16: VUCA Indicators 16

Slide 17: VUCA communities - Environments experiencing Volatility Uncertainty Complexity Ambiguity Provides opportunities for: • A school to be stabilizing force as a community and that helps students succeed and cope in such a world. • To catalyze creativity and innovation. 17

Slide 18: VUCA = The World is Flat • Vertically integrated hierarchies are replaced by flat organizations and external networks • Innovative capacity increases • Knowledge becomes obsolete faster than ever before • Increasingly polarized society • Human capital is the competitive advantage 18

Slide 19: What is required to thrive in a VUCA World • High level of preparation in reading, writing, speaking, mathematics, science, literature, history and the arts • Comfort with ideas and abstractions • Creativity and innovation • Self-discipline and organization to manage one’s work through successful conclusion • Function well as a member of a team 19

Slide 20: VUCA Skills = 21st Century Skills Framework •Leadership • Ethics • Accountability • Adaptability • Productivity • Personal Responsibility • People Skills • Self Direction • Social Responsibility 20

Slide 21: 21st Century Content Global Awareness Financial, Economic, Business and Entrepreneurship Literacy Civic Literacy Health & Wellness Awareness 21

Slide 22: 21st Century Skills Thinking and Learning Skills •Critical Thinking & Problem Solving •Creativity & Innovation Skills •Communication & Information Skills •Collaboration Skills •Contextual Learning •Information and Media Literacy 22

Slide 23: An Expanding Learning Economy 23

Slide 24: An Expanding Learning Economy • Reflects the increasing consumer and community value on learning as a benefit and as a currency of exchange. • Includes all the formal and informal forms of creating and exchanging learning benefits. This includes formal market products and services like the growing educational services, tutoring, and instructional toy markets, but also includes new products and services like food, furniture, travel and recreation. 24

Slide 25: An Expanding Learning Economy e-Learning Design Laboratory Distance and Electronic MyLEAPSchool.com Learning Academy 25

Slide 26: Students as Drivers of their own Learning Experiences • 1st grade, children spend 1 hr a day learning on their own, watched over but not supervised. • By 3rd grade, the amount of time students were on own increased to 3 hrs/day. • By 6th grade and throughout middle school, half of student’s time is in the classroom. • By high school, only 1/3 of time spent in classroom • They will read, on computers writing, researching, exploring the internet. • Recommendation: More pay to teachers, fewer classes, use older students to monitor younger students’ independent time. 26

Slide 27: • San Francisco-based nonprofit organization created to resolve challenges posed by intellectual property and copyrights in an open-source learning environment • MIT OpenCourseWare employs Creative Commons licensing 27

Slide 28: • A collaboration of more than 100 educational institutions and associate organizations from around the world, committed to creating a broad and <> deep model of educational content using a shared model • OCW’s mission is to advance education and empower people worldwide through opencourseware 28

Slide 29: Virtual Schools on the Rise • They open access and opportunity for all students over the internet regardless of location or institution (hospital) with high quality courses and high quality teachers • 38 states feature state-led online learning programs, policies regulating online education, or both. • Examples, Florida Virtual School is the first statewide public online high school, Idaho Digital Academy, Louise Virtual School, International Virtual High School (programs in 30 states and 25 countries) 29

Slide 30: Direct Deliver of Education/Learning to Students • Pearson Scott Foresman to offer a course for history teachers without the use of textbooks but digital learning materials. • Educators have access to a complete digital curriculum with online books, video, assessment and interactive learning tools. Teachers can build a lesson, teach a class, tailor activities, etc. 30

Slide 31: • “Open Sourcing” places key elements of knowledge in the hands of anyone who wishes to access it, at any time, anywhere in the world for the purposes of “use, reuse, modification, or enhancement” • MIT has pioneered this strategy around the contents of more than 1,400 undergraduate and graduate courses • Major goal is linking learners and supporting networks with resources 31

Slide 32: Consider: Urban Commons • High performance schools and districts everywhere. • Independent operators/contractors manage schools. • A school district central office would be to write performance contracts with the operators of these schools, monitor their operations, cancel or decide not to renew the contracts of these providers that did not perform well, and find others that could do better. • The local board would also be responsible for connecting the schools to a wide range of social services in the community. 32

Slide 33: YOUR CHALLENGE TODAY: We have had national failure of student achievement but also national failure of imagination when it comes to what schools can and should be. Our mindset does not embrace the possibility that schools could be and should be radically different. Chris Whittle, Edison Schools WHAT WILL YOUR SCHOOL LOOK LIKE FOR THE GRADUATES OF 2020 and TODAY? 33

Slide 34: PLAY WITH THE MAP WWW. KWFDN.ORG/MAP • Interactive • Discussion Groups • Examples • Research 34