“A black swan is an event or occurrence that deviates beyond what is normally expected of a situation and is extremely difficult to predict. Black swan events are typically random and unexpected.”
2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K-12 was published for the last time as the New Media Consortium was wound up operations.
During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use.
This talk will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.
Student-directed engagement in community-linked STEM integration through coll...Kim Flintoff
Prepared for the Deakin STEM Education Conference 2021.
This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School.
They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety of contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluate the processes and ways of working they have adopted, as well as highlighting how their work has produced interdisciplinary artifacts that can be used to guide and assess learning across a range of subject areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centered design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system, they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
The Schools Innovation Projects Initiative (SIPI) promotes research and fosters understanding of how new technologies support academic excellence and student success. SIPI leverages a “network of networks”, including tools and practices that will collaboratively increase efficiency and capacity for high-quality learning engagement.
Balance of the Planet is a project from Curtin University that connects learners from around the globe and invites them to learn valuable skills, compete for scholarship funds and prizes, and gain university-endorsed recognition by solving real-world problems associated with the United Nations Sustainable Development Goals (SDGs).
Part of a series of presentations about Challenge-based Learning and Curtin University's Global Challenge platform. Presented during May 2020 via the Cisco Digital Schools Network.
http://LearningFuturesNetwork.org
http://GlobalCnallenge.org.au
Sparking a K-12 Innovation Conversation: Moving from Global to Local Trends
Wednesday, May 13, 2020: 1:00 PM - 3:00 PM
Description
How do you lead a thoughtful conversation about emerging technologies and innovation in your school district/system? This interactive Global Symposium will define the most important trends that should be addressed by K-12 edtech leaders today to empower learners tomorrow. CoSN gathered a panel of international advisors to examine the key obstacles we are seeking to overcome in education along with intensifying megatrends. In the context of the recently released Driving K-12 Innovation: Hurdles/Accelerators publication, the 2020 Global Symposium will help you make the connection between global megatrends and what’s going on in your local school system. Speakers, facilitators, and panelists will be announced shortly. Take part in a hands-on, interactive session to help you stimulate conversation and about innovation in education when you go home. You’ll receive tips on conversation starters and hear how panelists have initiated future-focused discussions in their communities.
Student-directed engagement in community-linked STEM integration through coll...Kim Flintoff
Prepared for the Deakin STEM Education Conference 2021.
This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School.
They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety of contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluate the processes and ways of working they have adopted, as well as highlighting how their work has produced interdisciplinary artifacts that can be used to guide and assess learning across a range of subject areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centered design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system, they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
The Schools Innovation Projects Initiative (SIPI) promotes research and fosters understanding of how new technologies support academic excellence and student success. SIPI leverages a “network of networks”, including tools and practices that will collaboratively increase efficiency and capacity for high-quality learning engagement.
Balance of the Planet is a project from Curtin University that connects learners from around the globe and invites them to learn valuable skills, compete for scholarship funds and prizes, and gain university-endorsed recognition by solving real-world problems associated with the United Nations Sustainable Development Goals (SDGs).
Part of a series of presentations about Challenge-based Learning and Curtin University's Global Challenge platform. Presented during May 2020 via the Cisco Digital Schools Network.
http://LearningFuturesNetwork.org
http://GlobalCnallenge.org.au
Sparking a K-12 Innovation Conversation: Moving from Global to Local Trends
Wednesday, May 13, 2020: 1:00 PM - 3:00 PM
Description
How do you lead a thoughtful conversation about emerging technologies and innovation in your school district/system? This interactive Global Symposium will define the most important trends that should be addressed by K-12 edtech leaders today to empower learners tomorrow. CoSN gathered a panel of international advisors to examine the key obstacles we are seeking to overcome in education along with intensifying megatrends. In the context of the recently released Driving K-12 Innovation: Hurdles/Accelerators publication, the 2020 Global Symposium will help you make the connection between global megatrends and what’s going on in your local school system. Speakers, facilitators, and panelists will be announced shortly. Take part in a hands-on, interactive session to help you stimulate conversation and about innovation in education when you go home. You’ll receive tips on conversation starters and hear how panelists have initiated future-focused discussions in their communities.
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
How do we educate children and develop talent to help them thrive in the future as also address the problems of the future? Why are special enrichment programs required for academically gifted students? Details about the GenWise team and GenWise programs
GenWise Talentdev Programs Parent Session - Oct 2017 @InventureGenWise TalentDev
This presentation was delivered by our Founder, Vishnuteerth Agnihotri, to an invited group of parents of gifted children from a prestigious international school in Bengaluru, describing our company GenWise, and its offerings, including the GenWise BiteSize Weekend Programs starting at Inventure on Oct 28-29, 2017.
Students today have achieved boundless opportunities to excel and master in life-skills and performing arts with the changing paradigm of education as a whole. To color those wings with more power and strength, numerous world-class International Schools have been established. We’ve cherry-picked some of those distinctive educational beehives of Singapore to introduce in this issue, “The 10 Best International Schools in Singapore 2018”.
https://theknowledgereview.com/the-10-best-international-schools-in-singapore-2018-august2018/
Character Formation Has Education Failed Us An Academic X Tray on Today’s Sys...YogeshIJTSRD
The oxford Dictionary defines Education as “The process of receiving or giving systematic instruction, especially at a school or universityâ€. It is “a kind of teaching, an enlightening experienceâ€. For Mark Smith, “Education is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life†…“Education is seen as a deeply practical activity – something that we can do for ourselves what we could call self education , and with others.†Smith, M. 2020 . Azebeokhai Benedict O "Character Formation: Has Education Failed Us? An Academic X-Tray on Today’s System of Education in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40038.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/40038/character-formation-has-education-failed-us-an-academic-xtray-on-today’s-system-of-education-in-nigeria/azebeokhai-benedict-o
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
A follow up on the event, What's Next wherein principals, counselors and influencers from the education industry contributed on creating a blueprint for education for tomorrow
Establishing global connections and being a global educatorKim Flintoff
Participating in AISWA's Purposeful Pedagogies PD... the story of being a global educator involves being disrupted (and disruptive), embracing risk, ambiguity and uncertainty... but above all, connected!
If learning is confined to a classroom and doesn't connect beyond the school gates its probably irrelevant...
Future Landscapes for Educational TechnologyKim Flintoff
WA Education Summit - May 24 - Optus Stadium
2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K-12 was published for the last time as the New Media Consortium was wound up operations. During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use. This session will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.
Global Challenge Video: https://www.youtube.com/watch?v=I2QEgqV4sCA
Convened in the Think Space at Curtin University November 29 2018. The afternoon really concreted that vision we had in launching the Learning Futures Network that by drawing together schools and non-schools we can start to shape a new model of relationships that keeps us involved at all stages but removes most of the administrative and resourcing overheads. We saw 3 of our ISC members step up as project leaders willing to share their work to date and to assist with guiding these new projects so each school involved cam address local priorities within a consortia-based umbrella.
Education and Emerging Futures Children's Week 2018Kim Flintoff
A presentation for Childrens' Week 2018. Offered at State Library of Western Australia in Perth October 24, 2018. Thanks to Meeralinga for their invitation and support.
Securing the future of education with BlockchainKim Flintoff
ABSTRACT
As all levels and sectors of education contemplate ongoing developments in digital technology, distributed and fragmented models of learning, stackable credentials, and educational unbundling the potential for a system like blockchain to bring security to a diverse landscape of evidence of learning, recognition of learning and acknowledgement of learning becomes more relevant.
As MOOCs, SPOCs, online courses, RPL and alternative credentialling become more ubiquitous the main stakeholders in education, industry and government are realising the need for systems that enable higher levels of trust when certificates, awards and prior learning recognition are at stake.
This session will discuss some of the needs and some of the attempts already in place globally.
Global goals: the basis of any relevant educationKim Flintoff
We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people.
This session will consider the scope of the UN Sustainable Development Goals and how we as educators can begin to link our teaching and learning to the these goals.
A keynote presentation for the Joondalup Learning Community Conference.
Abstract
As we look to the future it is clear that there are many unknowns. The rapid development of computation, robotics and artificial intelligence means that we don’t know the specific tasks that will be part of jobs of the future. What does seem apparent though is the requirement for flexibility, innovation, creativity, adaptable communication, cultural competence, problem-solving, data handling, personal learning, and collaboration as key attributes of future citizens. Subject expertise seems to poised to be something that needs to change according to context. If that is the case then what is the primary role of education systems in this future world where menial and repetitive tasks are consigned to domain of machines?
Balance of the Planet: Developing Mobile Solutions for Global LearnersKim Flintoff
This session will consider the development process of both a platform and associated learning experiences to facilitate meaningful mobile learning experiences for learners across the globe. It will look at the development of the Curtin Challenge platform as an example of a learning technology to support learning engagement in new ways. The session will further look at the approach and development pathway of the Balance of the Planet; a global collaborative challenge-based learning experience focussed around the United Nations Sustainable Development Goals.
"STEM +" Towards Smart Partnerships And Dynamic Learning CommunitiesKim Flintoff
A presentation for the Australian College of Eductaors Hot Topics series (Wednesday 24 August 2016)
STEM: What is it and where is it heading?
We proudly offer a range of speakers for this 'hot topic' forum. Kim Flintoff from Curtin University, in his role as Learning Futures Advisor, Keren Caple from the STEM Innovation Unit, in her role as Senior Associate and Ian Simpson, in his role as Head of Science at Wesley College.
Kim Flintoff, as guest speaker will address participants, and then participants will engage in roundtable discussions with each of our three speakers. Groups will each discuss STEM innovations for 10 to15 minutes. The aim of the roundtable discussions is to provide the opportunity for more interaction and discussion within a smaller group.
Big Data, Analytics and the Future of LearningKim Flintoff
As training, education, teaching and learning are constantly adapting to new technological developments it is not surprising that in the dawning age of data these areas are finding new ways to engage learners, provide teachers and learners with new insights about learning, and to find new ways to recognise and acknowledge learning. In an time when we might be considered as “always-on” and generating data in unprecedented volumes we are possibly more able to engage in more organic learning activities that do not require high-stakes testing regimes for us to evidence our learning. This session will consider the more recent developments in data-informed learning and teaching, learning analytics; and new forms of credentials as they influence our experience of learning across a range of contexts.
Presented at Forward Government Learning Forum 2016 (Canberra for the ARK Group)
and at Digicon 2016 for DLTV (Swinburne, Melbourne).
Introduction to Data and Computation: Essential capabilities for everyone in ...Kim Flintoff
An overview seminar about the themes of the Curtin Institute for Computation, and some thoughts on the future role of these capabilities in Learning and Teaching.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. BLACK SWANS AND THE FUTURE OF EDUCATION
FUTURE OF EDUCATION KEYNOTE – MURDOCH UNIVERSITY APRIL 28
KIM FLINTOFF
Learning Futures
2. ABSTRACT
“A black swan is an event or occurrence that deviates beyond what
is normally expected of a situation and is extremely difficult to
predict. Black swan events are typically random and unexpected.”
2017 saw the conclusion of one of the most significant global
projects around educational technologies. The Horizon Report K-
12 was published for the last time as the New Media Consortium
was wound up operations.
During 2018 several new projects emerged around the globe
including the CoSN Driving K-12 Innovation project, Australian
Educational Technology Trends, and others. Each seeking to
bridge the knowledge gap between where education is heading
and what will be happening in terms of technology use.
This talk will consider some of the emerging trends, and discuss
some of the expectations over the next 2-5 years as they are likely
to be experienced by schools, teachers, administrators and
technology leaders. Extended reality, drones, eSports, data and
analytics, visualisation technologies, space science and astronomy,
new strategies for assessment, and other imminent engagements
will be discussed.Nassim Nicholas Taleb
7. EDUCATION IS REALLY BIG
Read the report
“Scenarios do not predict
the future, but present
snapshots of a range of
possible futures.”
1. Education-as-usual
2. Regional Rising
3. Global Giants
4. Peer to peer
5. Robo Revolution
9. WE CAN BE ACTIVE PARTICIPANTS OR PASSIVE RESPONDERS.
Read the resource
A global community
of educators and
innovators can track
and contribute to
the taxonomy’s
ongoing
development.
10. EDUCATION AND MEGATRENDS
But connecting education to mega-
trends is not straightforward. The
future is inherently unpredictable ,
because it is always in the making.
Long-term strategic thinking in
education thus needs to consider
both the set of trends and the
possible ways they might evolve in
the future.
OECD
Read the report
18. HURDLES FACING SCHOOL INNOVATION
1. Scaling and Sustaining Innovation
2. Digital Equity
3. The Gap Between Technology and
Pedagogy
4. Ongoing Professional Development
5. Technology and the Future of Work
19. ACCELERATORS IMPACTING SCHOOL INNOVATION
1. Learners as Creators
2. Data-Driven Practices
3. Personalization
4. Design Thinking
5. Building the Capacity of Human
Leaders
20. TECHNOLOGY CHANGES OUR ROLE AS EDUCATORS
“When you no longer
have control over the
information that a
student receives, your
role in that classroom
changes”
Jonathan Costa, EdAdvance
21. TECHNOLOGY CHANGES THE DESTINATIONS
“65% of children entering
primary school will find
themselves in occupations
that today do not exist.”
Read Report
22. THE FUTURE CHANGES CONSTANTLY
“Change is not merely necessary to life — it is
life.”
“Technology feeds on itself. Technology
makes more technology possible.”
“The illiterate of the future will not be the
person who cannot read. It will be the person
who does not know how to learn.”
“Change is the only constant.”
23. CHANGING WORLD OF WORK
The “gig economy” is here to stay. And we
all need to think about what this means for
how we live and work.
Erik P.M. Vermeulen
Read the article
24. EDUCATION NEEDS TO EVOLVE
“THE SOLUTION TO
CURRENT EDUCATION
CONCERNS IS NOT MORE
SCHOOLING – WE NEED A
DIFFERENT KIND OF
SCHOOLING”
25. THE FUTURE ISN’T WHAT IT USED TO BE
“In the early years of infant school, the
curriculum should be play based. It
shouldn’t be about educational
outcomes. It should be about kids
exploring, and having fun, and learning
stuff, the way little kids are hardwired to
learn things. When we emphasise raising
educational outcomes, what we do is we
take the joy and the fun out of learning.
If you want to depress any kind of
outcome, take the joy and the fun out of
it.”
Jane Caro
Read the report
26. WHEN AM I GOING TO USE THAT?
“A FRONT LOADED
CURRICULUM HAS
LITTLE RELEVANCE
TODAY – WE HAVE TO
GET BETTER AT
GENERATIVE PLAY AND
LEARN TO ASSESS BY
CATCHING THEM DOING
IT”
27. “YOU'LL FORGIVE ME IF I'VE GROWN TIRED OF WAITING FOR
HUMANITY TO WAKE UP”
“Every maker of video games
knows something that the
makers of curriculum don't
seem to understand. You'll
never see a video game being
advertised as being easy.
Kids who do not like school
will tell you it's not because
it's too hard. It's because it’s -
- boring”
Seymour Papert
28. THERE HAS TO BE SOME CHALLENGE
“THE KINDS OF
PROBLEMS WE OFFER
STUDENTS TO SOLVE
SIMPLY AREN’T BIG
ENOUGH”
29. CHANGE THE FRAME AND CHANGE THE RELEVANCE
“They came up with the idea of
educating people on how to grow crops
that would survive in the climate they
live in,”
“They could pass the information along
to larger groups of people so we would
reach a bigger population.”
Lindsay Doughty
30. CHOOSE YOUR OWN ADVENTURE
“It is a pedagogical approach
that actively engages students in
a situation that is real, relevant
and related to their
environment, which involves
defining a challenge and
implementing a solution.”
Observatory of Educational Innovation
Read the Article
31. I WAS THERE WHEN SHE SAID IT
“The role of the teacher is
to create the conditions for
invention rather than
provide ready-made
knowledge.”
Seymour Papert
32. YES, WE ARE ALL INDIVIDUALS
“We must stop treating all
students as if they are the
same even if the intention is
to ensure equality. Equity
comes from deeply
understanding learning
variations and identifying
the most powerful and
helpful supports for each
individual”
Karen Cator
I’M NOT
33. A VERY GOOD YEAR
“Students are educated in
batches, according to age,
as if the most important
thing they have in
common is their date of
manufacture.”
Sir Ken Robinson
34. THE OTHER GONSKI REPORT
“Its chief insight is that
Australia needs to shift
away from a year-based
curriculum to a curriculum
expressed as “learning
progressions”,
independent of year or
age.”
The Guardian
Read the Report
35. WHEN ARE YOU GOING TO GROW UP?
“Rather than pushing
children to think like
adults, we might do better
to remember that they are
great learners and to try
harder to be more like
them.”
Seymour Papert
36. ON RISK, AMBIGUITY, AND UNCERTAINTY?
“You don’t really
understand something if
you only understand it one
way.”
Marvin Minsky
37. READY, PLAYER ONE?
“Copernicus, Galileo, and
Kepler did not solve an old
problem, they asked a new
question, and in doing so
they changed the whole
basis on which the old
questions had been framed.”
Ken Robinson
38. PUT LEARNERS IN THE DRIVER SEAT
WHOEVER DRIVES
LEARNING
DETERMINES THE
DESTINATION
Read the Article
45. STAY IN TOUCH
Kim FLINTOFF
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LinkedIn
K.Flintoff@curtin.edu.au
Editor's Notes
The challenge lies in there - the report helps coach us in the practice of engaging with the future - there is no single big question to answer and no ubiquitous solution... the process of considering context, relevance, response-ability, and re-actions is probably the only unifying theme.To draw on a lesson taught to me many years ago - its a bit like downhill skiing - "there is no control, only an endless series of linked recoveries" - and we are charged with constantly adjusting and recovering our purpose and direction. We can't do that watching our feet or looking behind us.... looking forward - well ahead gives the greatest opportunity for requisite shifts and rebalancing that keep us upright and moving ahead...
1 Scaling and Sustaining Innovation
Many school systems lack the agility, strategies and mindsets to move innovative technology practices from a few classrooms to multiple settings across schools and districts. Institutionalizing innovation requires a systemic, iterative approach, including ways to identify effective practices to scale and sustain.
2 Digital Equity
Equitable access to broadband connectivity, digital tools and content, and innovative instructional strategies is a growing concern. Socioeconomic status, geography, race, gender or disability limit access to opportunities to learn in a digital world.
3 The Gap Between Technology and Pedagogy*
Rapid advances in technology are putting pressure on educators to refresh or shift their approaches to teaching and learning. When digital tools are introduced without a continual, dialectical relationship between research and pedagogy, or without timely professional development for teachers, technology implementations can result in wasted time, effort and investments—and lost opportunities to learn for students.
4 Ongoing Professional Development
Engaging all teachers in meaningful professional development on innovative teaching practices is key to successful technology integration. Top-down, one-size-fits-all, sit-and-get training shows little to no impact on student achievement. Instead, personalized, job-embedded professional development can support teachers in their journeys as lifelong learners and practitioners who continue developing their professional skills.
5 Technology and the Future of Work*
Artificial intelligence, robotics and “deep learning” are among the game-changing technologies that are altering how people think, learn, live and work. Now is the time for educators to seriously consider how technologies on the horizon will impact teaching, learning and the world that awaits students in coming years. Digital fluency is rapidly emerging as critical for workforce preparedness. Digital citizenship is important as well, as students must understand how to live ethically and responsibly in the digital world.
1 Scaling and Sustaining Innovation
Many school systems lack the agility, strategies and mindsets to move innovative technology practices from a few classrooms to multiple settings across schools and districts. Institutionalizing innovation requires a systemic, iterative approach, including ways to identify effective practices to scale and sustain.
2 Digital Equity
Equitable access to broadband connectivity, digital tools and content, and innovative instructional strategies is a growing concern. Socioeconomic status, geography, race, gender or disability limit access to opportunities to learn in a digital world.
3 The Gap Between Technology and Pedagogy*
Rapid advances in technology are putting pressure on educators to refresh or shift their approaches to teaching and learning. When digital tools are introduced without a continual, dialectical relationship between research and pedagogy, or without timely professional development for teachers, technology implementations can result in wasted time, effort and investments—and lost opportunities to learn for students.
4 Ongoing Professional Development
Engaging all teachers in meaningful professional development on innovative teaching practices is key to successful technology integration. Top-down, one-size-fits-all, sit-and-get training shows little to no impact on student achievement. Instead, personalized, job-embedded professional development can support teachers in their journeys as lifelong learners and practitioners who continue developing their professional skills.
5 Technology and the Future of Work*
Artificial intelligence, robotics and “deep learning” are among the game-changing technologies that are altering how people think, learn, live and work. Now is the time for educators to seriously consider how technologies on the horizon will impact teaching, learning and the world that awaits students in coming years. Digital fluency is rapidly emerging as critical for workforce preparedness. Digital citizenship is important as well, as students must understand how to live ethically and responsibly in the digital world.
The idea that students don’t have to wait to graduate to change the world is motivating schools to embrace real-world learning experiences that promote student-generated ideas and solutions.
Schools are increasingly leveraging data about the student experience, measuring engagement and skills acquisition to inform decisions about curriculum, hiring, technology investments and more.
Just as the consumer sector has exploded with new ways to customize user experiences, products and recommendations, schools are finding ways to provide individualized learning pathways and promote student voice, choice and autonomy.
Design thinking is a strategy for creatively exploring and ultimately formulating solutions to challenges based on empathy and iterative processes.
When leaders take actions to strengthen the professional community of their schools, providing and incentivizing opportunities for leaders and educators to learn and master new skills, it opens the door to innovative practices and approaches that can further student engagement.
The process we’re describing is iterative and continuous. Through that process we become better able to respond and react to a way of teaching and learning that shifts and adapts – a pedagogy that is permanently emergent.
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