The Future of Learning


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The Future of Learning

  1. 1. Dr Barbara NewlandUniversity of Brighton
  2. 2.  European Commissions report identified the core of learning in the future to be: ◦ Personalisation ◦ Collaboration ◦ Informalisation (informal learning) What changes are required to enable this vision? The future – 2020 to 2030
  3. 3.  Personalised learning plans and tailor-made learning activities People assuming responsibility for their qualifications and taking the initiative in developing their professional careers Industry becoming more involved in shaping training and encouraging workers to participate in lifelong learning
  4. 4.  Collaboration not only within the classroom, but with the community at large, and with people from other social, cultural or age groups and between experienced and inexperienced workers.
  5. 5.  Informally acquired skills need to have greater recognition and mechanisms will have to be put in place that allow people to obtain formal recognition for their experiences and skills To guide students in identifying and selecting the learning opportunities that best fit their learning styles and objectives Expected future decreases in the demand for unskilled labour in the EU will aggravate societal inequality People who need training most, i.e. those with low or irrelevant skills, tend to be those who use training the least
  6. 6.  White paper - Students at the Heart of the System National Student Survey Key Information Set Professional Standards Framework International competition
  7. 7. Has the pedagogy changed?
  8. 8.  One Year or Less ◦ Mobile Apps ◦ Tablet Computing Two to Three Years ◦ Game-based Learning ◦ Learning Analytics Four to Five Years ◦ Gesture-based Computing ◦ Internet of Things
  9. 9.  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 There is a new emphasis in the classroom on more challenge-based and active learning.
  10. 10. Nick Gregory
  11. 11.  Economic pressures and new models of education are bringing unprecedented competition to the traditional models of higher education Appropriate metrics of evaluation lag the emergence of new scholarly forms of authoring, publishing, and researching Digital media literacy continues its rise in importance as a key skill in every discipline and profession Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies New modes of scholarship are presenting significant challenges for libraries and university collections, how scholarship is documented, and the business models to support these activities.
  12. 12.  Investigate your students technology needs and preferences and create an action plan to better integrate technology into courses and information systems Provide professional development opportunities and incentives so instructors can better use the technology they have Expand or enhance students involvement in technology planning and decision making Meet students expectations for anytime, everywhere, Wi-Fi access on the devices they prefer to use Nail the basics. Help faculty and administrators support students use of core productivity software for academic work.
  13. 13.  Pedagogies Assessment strategies Curricula Traditional E&T institutions – schools and universities, vocational and adult training providers – will need to reposition themselves in the emerging learning landscape
  14. 14.  Education institutions will cease to be exclusive agents of coordination, service provision, quality assurance, performance assessment, or support Content, teaching and accreditation will become disaggregated Different forms of accreditation should be developed to recognise informal know-how and practice-based competences.
  15. 15.
  16. 16.  Tougher" O-level style exams in English, maths and the sciences from September 2014. Exams in 2016 Less academic pupils would sit a different "more straightforward" exam, like the old CSE 1 exam board to set exams instead of 6 Education Secretary Michael Gove
  17. 17. 1. Identify the learning objectives2. Look at the curriculum to decide what is best face-to- face and what is best online3. Consider the integration and relationship between the F2F and eLearning4. Develop the most appropriate eLearning activities to achieve the learning objectives5. Decide how will you assess these activities6. Choose the most appropriate technology
  18. 18.  Lecture and self-study elements of a course are reversed F2F time used more interactively ◦ PollEverywhere using phones ◦ Collaborative presentations using tablets Potential to focus on increasing understanding rather than covering material
  19. 19. Personalisation Collaboration InformalisationChanging pedagogies assessments curricula institutions
  20. 20.  BBC, 2012, Top US universities put their reputations online, BBC, 2012, Plans for O-level-style exams to replace GCSEs, Department for Business Information and Skills, 2011, Higher Education: Students at the Heart of the System, heart-of-system.pdf ECAR National Study of Undergraduate Students and Information Technology Report, 2011, Educause Learning Initiative, 2011, 7 Things You Should Know About Flipped Classrooms, classrooms Horizon Report, 2012, Garrison, D. R. and Vaughan N. D., 2008, Blended Learning in Higher Education: Framework, Principles and Guidelines, John Wiley and Sons. JISC, 2007, Student Expectations Study. Available from JISC, 2009, Higher Education in a Web 2.0 World Available from: JISC, 2011, Littlejohn, A., Pegler, C., 2007, Preparing for Blended eLearning, Routledge NUS, 2010, Student perspectives on technology - demand, perceptions and training needs Online Learning Task Force, 2011, Collaborate to Compete: Seizing the opportunity for online learning for UK higher education. Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S., Hoogveld B. ; Editors: Redecker, C. & Punie, Y., 2011, The Future of Learning: Preparing for Change, JRC Scientific & Technical Report. Redecker, C., 2009), Review of Learning 2.0 Practices: Study on the Impact of Web 2.0 Innovations on Education and Training in Europe.
  21. 21. Dr Barbara NewlandCentre for Learning and TeachingUniversity of Brighton, Falmer, BN1