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Visions of future learning 
Rebecca Ferguson, The Open University, UK
The Open University (UK) 
Distance education 
at scale 
More than 240,000 
current students 
8,700,000 iTune 
downloads in 2013 
5,100,000 YouTube 
views in 2013 
Leading partner 
in FutureLearn 
Part of Rosetta 
space mission 
Image: European Space Agency
Visions of the future 
• How are they developed? 
• What do we do with them? 
• Why keep developing them? 
• Visions of education 
• Visions of school 
• Visions of MOOCs 
• Visions of pedagogy
How do we produce a 
vision of the future of education?
Envisaging the future is hard 
SHEEHY, K. & BUCKNALL, S. 2008. How is technology seen in young people's 
visions of future education systems? Learning, Media and Technology, 33, 101-114. 
http://oro.open.ac.uk/8616/
Schome 
The education system 
for the information age 
‘…maybe having a ‘lived experience’ 
of something radically different 
might help folk come up with 
more creative visions…’ 
http://www.schome.ac.uk/wiki
‘…hold a mirror up to reality, 
helping residents and visitors 
to understand what they regard 
as normal by observing what it 
could be, what it has been and 
what it is not.’ 
‘This prompts us to consider why 
learning is necessary, how it takes 
place and how it is assessed. 
It also sets education in the 
context of happiness, play, 
fun and delight.’ 
http://bit.ly/1khcdqM 
Virtual worlds…
Updating the 
groves of academe
Do we need a building on the island? 
Why would we need one? 
* Provide a recognisable place for people to find/contact us 
* A place where people can get scripts in-world, or submit them to 
us (like an inbox/outbox) 
* Provide a place to hand out scripts 
* Place to hold meetings 
Why wouldn't we need one? 
* It takes up much-needed prims 
* We can host our scripts on the wiki (but this may be less 
convenient) 
* We need very little space - we could just one of the generic 
gorernment buildings 
* We could hold meetings anywhere (although, we may get 
interrupted in public places) 
SchomerU 
Discussing visions
Developing visions
Developing visions
The best school in the world
If this school were 
the best school in the world, 
what would it be like?
Visions of future learning
Fffffffff fffff 
fffff 
F
Visions of future learning
What do we do with our 
visions of the future of education?
Innovation in 
technology 
enhanced 
learning 
(TEL) 
http://beyondprototypes.com/
The TEL Complex 
Scanlon, E., Sharples, M., Fenton-O'Creevy, M., Fleck, J., Cooban, C., Ferguson, R., Cross, S. & 
Waterhouse, P. 2013. Beyond Prototypes: Enabling Innovation in Technology-Enhanced Learning. 
http://oro.open.ac.uk/41119/
The TEL Innovation Process 
Scanlon, E., Sharples, M., Fenton-O'Creevy, M., Fleck, J., Cooban, C., Ferguson, R., Cross, S. & 
Waterhouse, P. 2013. Beyond Prototypes: Enabling Innovation in Technology-Enhanced Learning. 
http://oro.open.ac.uk/41119/
Visions of future learning
Visions of future learning
Visions of future learning
Dai ‘The Disaster’ 
Role 
Lecturer tasked with creating a MOOC 
Motivation 
Junior academic, instructed to take this on for 
‘career development’ 
Experience 
Has been lecturing for three years, mainly working 
on courses developed by other people. 
Outcome 
Cannot deal with forums full of complaining 
students, legal challenges, criticisms of the course 
go viral, faces disciplinary action.
Elizabeth from Exams 
Role 
Overseeing qualifications and accreditation on all 
the university’s MOOC offerings 
Motivation 
Elizabeth holds a senior position in the university 
exams and accreditation office for many years, so 
she was an obvious choice to produce a report on 
the options for assessment and for accreditation 
• Training 
• Activity 
• Benefits 
• Challenges
Moderator Mark 
Role 
Mark is a MOOC Moderator, employed to work in the 
forums each day. There are several moderators on 
each MOOC. 
Motivation 
Mark enjoys moderating. He is interested to find out 
whether it can work at such a large scale, and is 
slightly intimidated by the prospect. 
• Training 
• Activity 
• Benefits 
• Challenges
Current iteration 
www.futurelearn.com/courses/ecosystems-2014
Why continue to produce 
visions of the future of education?
The world is changing 
Four stages of mathematics (Conrad Wolfram): 
1. Identify real-world problem that mathematics 
can help to solve 
2. Operationalize problem 
3. Perform calculations 
4. Check results and apply solution
Learning analytics 
The measurement, collection, analysis and 
reporting of data about learners and their 
contexts, for purposes of understanding and 
optimizing learning and the environments in 
which it occurs.
Uses of analytics 
• Monitor the learning process 
• Explore student data 
• Identify problems 
• Discover patterns 
• Find early indicators for success 
• Find early indicators for poor marks or drop-out 
• Assess usefulness of learning materials 
• Increase awareness, reflect and self reflect 
• Increase understanding of learning environments 
• Intervene, advise and assist 
• Improve teaching, resources and the environment
Analytics & accessibility 
Do you consider yourself 
to have a disability?
Learning analytics & design
Learning analytics & design
Toast / toaster / toasters / fun 
http://www.laurenceanthony.net/antconc_index.html
Can an orbiting object the size of 
a toaster qualify as a moon?
Clearly, the OU have introduced a new unit of measurement 
into this course so here are some equivalents*; 
• Height of an elephant = approx 103 toasters. 
• Length of blue whale = approx 1000 toasters. 
• Equatorial radius of Moon = approx 58 million toasters. 
• Equatorial radius of Ganymede = approx 87 million toasters. 
• Equatorial radius of Jupiter = approx 2.4 billion toasters. 
• From my house to the centre of London = approx 8 million 
toasters. 
I think that, from these dimensions it should be a fairly straightforward 
job to work out exactly how big a moon should be. 
[Mike Pollard] 
27 likes 
7 replies
Analytics for reflection 
http://oro.open.ac.uk/30598/ 
Ferguson, R., Buckingham Shum, S. & Deakin Crick, R. (2011). 
EnquiryBlogger – Using Widgets To Support Awareness and Reflection in a PLE Setting.
Current visions of the future
www.open.ac.uk/blogs/innovatin 
g
http://www.practomime.com/lapis/lapis.php
Image from Flipped Learning Network
An individual’s world can be 
augmented with information 
that is beyond the knowledge 
of a single person, and 
indeed a single lifetime. 
By networking data, the 
environment is augmented 
by the experiences of 
multiple others. 
http://amzn.to/1nPgKEm
Augmented reality can extend 
the sensory range of 
information available, 
transforming information that is 
typically beyond the reach of 
human senses (such as X-ray 
star charts and infra-red maps) 
or transforming environmental 
data into forms that 
compensate for sensory 
impairments. 
http://amzn.to/1nPgKEm
Educating the transhumans 
News story from The Daily Telegraph, 17 July 2012 
Is it cheating 
to augment 
our brains 
with tech or 
with drugs?
http://mindflexgames.com
www.open.ac.uk/blogs/innovating

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Visions of future learning

  • 1. Visions of future learning Rebecca Ferguson, The Open University, UK
  • 2. The Open University (UK) Distance education at scale More than 240,000 current students 8,700,000 iTune downloads in 2013 5,100,000 YouTube views in 2013 Leading partner in FutureLearn Part of Rosetta space mission Image: European Space Agency
  • 3. Visions of the future • How are they developed? • What do we do with them? • Why keep developing them? • Visions of education • Visions of school • Visions of MOOCs • Visions of pedagogy
  • 4. How do we produce a vision of the future of education?
  • 5. Envisaging the future is hard SHEEHY, K. & BUCKNALL, S. 2008. How is technology seen in young people's visions of future education systems? Learning, Media and Technology, 33, 101-114. http://oro.open.ac.uk/8616/
  • 6. Schome The education system for the information age ‘…maybe having a ‘lived experience’ of something radically different might help folk come up with more creative visions…’ http://www.schome.ac.uk/wiki
  • 7. ‘…hold a mirror up to reality, helping residents and visitors to understand what they regard as normal by observing what it could be, what it has been and what it is not.’ ‘This prompts us to consider why learning is necessary, how it takes place and how it is assessed. It also sets education in the context of happiness, play, fun and delight.’ http://bit.ly/1khcdqM Virtual worlds…
  • 8. Updating the groves of academe
  • 9. Do we need a building on the island? Why would we need one? * Provide a recognisable place for people to find/contact us * A place where people can get scripts in-world, or submit them to us (like an inbox/outbox) * Provide a place to hand out scripts * Place to hold meetings Why wouldn't we need one? * It takes up much-needed prims * We can host our scripts on the wiki (but this may be less convenient) * We need very little space - we could just one of the generic gorernment buildings * We could hold meetings anywhere (although, we may get interrupted in public places) SchomerU Discussing visions
  • 12. The best school in the world
  • 13. If this school were the best school in the world, what would it be like?
  • 17. What do we do with our visions of the future of education?
  • 18. Innovation in technology enhanced learning (TEL) http://beyondprototypes.com/
  • 19. The TEL Complex Scanlon, E., Sharples, M., Fenton-O'Creevy, M., Fleck, J., Cooban, C., Ferguson, R., Cross, S. & Waterhouse, P. 2013. Beyond Prototypes: Enabling Innovation in Technology-Enhanced Learning. http://oro.open.ac.uk/41119/
  • 20. The TEL Innovation Process Scanlon, E., Sharples, M., Fenton-O'Creevy, M., Fleck, J., Cooban, C., Ferguson, R., Cross, S. & Waterhouse, P. 2013. Beyond Prototypes: Enabling Innovation in Technology-Enhanced Learning. http://oro.open.ac.uk/41119/
  • 24. Dai ‘The Disaster’ Role Lecturer tasked with creating a MOOC Motivation Junior academic, instructed to take this on for ‘career development’ Experience Has been lecturing for three years, mainly working on courses developed by other people. Outcome Cannot deal with forums full of complaining students, legal challenges, criticisms of the course go viral, faces disciplinary action.
  • 25. Elizabeth from Exams Role Overseeing qualifications and accreditation on all the university’s MOOC offerings Motivation Elizabeth holds a senior position in the university exams and accreditation office for many years, so she was an obvious choice to produce a report on the options for assessment and for accreditation • Training • Activity • Benefits • Challenges
  • 26. Moderator Mark Role Mark is a MOOC Moderator, employed to work in the forums each day. There are several moderators on each MOOC. Motivation Mark enjoys moderating. He is interested to find out whether it can work at such a large scale, and is slightly intimidated by the prospect. • Training • Activity • Benefits • Challenges
  • 28. Why continue to produce visions of the future of education?
  • 29. The world is changing Four stages of mathematics (Conrad Wolfram): 1. Identify real-world problem that mathematics can help to solve 2. Operationalize problem 3. Perform calculations 4. Check results and apply solution
  • 30. Learning analytics The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.
  • 31. Uses of analytics • Monitor the learning process • Explore student data • Identify problems • Discover patterns • Find early indicators for success • Find early indicators for poor marks or drop-out • Assess usefulness of learning materials • Increase awareness, reflect and self reflect • Increase understanding of learning environments • Intervene, advise and assist • Improve teaching, resources and the environment
  • 32. Analytics & accessibility Do you consider yourself to have a disability?
  • 35. Toast / toaster / toasters / fun http://www.laurenceanthony.net/antconc_index.html
  • 36. Can an orbiting object the size of a toaster qualify as a moon?
  • 37. Clearly, the OU have introduced a new unit of measurement into this course so here are some equivalents*; • Height of an elephant = approx 103 toasters. • Length of blue whale = approx 1000 toasters. • Equatorial radius of Moon = approx 58 million toasters. • Equatorial radius of Ganymede = approx 87 million toasters. • Equatorial radius of Jupiter = approx 2.4 billion toasters. • From my house to the centre of London = approx 8 million toasters. I think that, from these dimensions it should be a fairly straightforward job to work out exactly how big a moon should be. [Mike Pollard] 27 likes 7 replies
  • 38. Analytics for reflection http://oro.open.ac.uk/30598/ Ferguson, R., Buckingham Shum, S. & Deakin Crick, R. (2011). EnquiryBlogger – Using Widgets To Support Awareness and Reflection in a PLE Setting.
  • 39. Current visions of the future
  • 42. Image from Flipped Learning Network
  • 43. An individual’s world can be augmented with information that is beyond the knowledge of a single person, and indeed a single lifetime. By networking data, the environment is augmented by the experiences of multiple others. http://amzn.to/1nPgKEm
  • 44. Augmented reality can extend the sensory range of information available, transforming information that is typically beyond the reach of human senses (such as X-ray star charts and infra-red maps) or transforming environmental data into forms that compensate for sensory impairments. http://amzn.to/1nPgKEm
  • 45. Educating the transhumans News story from The Daily Telegraph, 17 July 2012 Is it cheating to augment our brains with tech or with drugs?