The document discusses rethinking education by posing questions about how learning could happen anytime and anywhere, be individualized, involve students leading and being trusted, involve teachers asking more questions than lecturing, involve students also being teachers, not involve grades or degrees, and involve creating things. It provides examples and sources supporting these ideas, such as learning through social media, learning in various environments, individualizing subjects and schedules, students managing schools, trusting students' self-directed learning, interactive learning over lectures, peer teaching and feedback, lifelong learning over degrees, and bringing real-world problem solving into education.

1. How can we
rethink
education?

2. Question # 1
What if learning is
happening anytime?

3. The digital generation is constantly exchanging
messages, surfing the web, and openly
participating in social networks.
https://www.td.org/Publications/Newsletters/Links/2015/05/Challenge-Your-Assumptions-About-Learners

5. Further inspiration
http://www.slideshare.net/frankcalberg/11-advantages-of-using-a-blog-for-teaching

6. Question # 2
What if learning is
happening anywhere?

7. Model # 1
The teaching factory
Model # 2
The learning environment
The lecture hall / classroom
are the primary physical
environments for teaching.
Learning takes place in many
different environments.
Adapted from
Lars Kolind: The Second Cycle, p. 155-156.

8. Places where learning might happen
 Where people live.
 Where people work.
 Where people eat.
 Where people do sports.
 Where people have a cup of coffee.
Adapted from
http://www.theawl.com/2013/02/how-to-save-college
http://www.slideshare.net/moravec/toward-society-30-a-new-paradigm-for-21st-century-education-presentation

9. Further inspiration
https://www.teacherspayteachers.com/Product/Learning-strategies-1487708

10. Question # 3
What if
education is individualized?

11. Model # 1
The teaching factory
Model # 2
The learning environment
Education is standardized.
Ways of standardizing
 Subjects.
 Classes.
 45-minute time slots.
Education is individualized.
Ways of individualizing
 Choice of what to learn.
 Choice of where to learn.
 Choice of when to learn.
Adapted from
Lars Kolind: The Second Cycle, p. 155-156.

12. We actually find that our students personalize
their education much more than it might
seem. They quite selectively access specific
content and quite selectively do background
readings.
http://blog.ted.com/2014/01/28/in-conversation-salman-khan-sebastian-thrun-talk-online-education/
Sebastian Thrun

13. Study shows that students given 1-on-1
attention reliably perform two standard
deviations better than their peers who stay
in a regular classroom.
http://m.wired.com/magazine/2011/07/ff_khan/all/1

14. We need to enhance every child's
strengths - not fix their deficits.
http://youtu.be/Wk--J3E8yqc
Minute 8:02
Yong Zhao

15. Question # 4
What if students lead?

16. High accountability
Low accountability
High
creativity
Low
creativity
http://www.joebower.org/2010/06/relationship-between-accountability-and.html
Initiatives organized
and led by students

17. The daily affairs of Sudbury Valley school are
managed by the weekly school meeting, at which
each student and staff member has one vote.
Rules of behavior, use of facilities, expenditures,
staff hiring, and all the routines of running an
institution are determined by debate and vote at
the school meeting.
http://youtu.be/jg9lf7wyQRo

18. https://www.mckinseyquarterly.com/Strategy/Strategic_Thinking/Reshaping_business_education_in_a_new_era_2500
You’ve got to let the students run the school.
Blair Sheppard

19. Further inspiration
https://www.teacherspayteachers.com/Product/What-is-good-leadership-1489536

20. Question # 5
What if
students are trusted?

21. http://www.joebower.org/2010/03/finlands-paradoxes.html

22. 1. Tests are timed, so students get nervous.
2. The point with tests is to make no mistakes
– not learn from mistakes.
3. The results are neither used by students,
nor by teachers.
http://www.joebower.org/2010/04/sir-ken-robinson-takes-on-standardized.html#comments
Some problems with standardized testing

23. Method A
Reproduce knowledge at exams
at the end of the year
Working
intensity
Time
Method B
Create continuously, for example by
using digital technologies.

24. Further inspiration
https://www.teacherspayteachers.com/Product/Trust-1957173

25. Question # 6
What if teachers spend
more time asking questions
than talking / lecturing?

26. Lectures originate from the
Middle Ages when only 1
person had a book, and the
rest could not read.
Richard David Precht
http://youtu.be/Gewb3-DUlJs
37:45

27. Research shows that lectures cannot be expected to
lead to comprehension or application of knowledge
and are inefficient in any combination with other
teaching methods.
http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

28. Research shows that lectures are very widely
disliked and felt to be inefficient by students.
http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

29. Results of a wide range of studies show that
lectures are ineffective for
1. changing attitudes or values,
2. inspiring interest in a subject,
3. teaching behavioural skills.
http://www.tonybates.ca/2014/07/27/why-lectures-are-dead-or-soon-will-be/

30. Further inspiration
https://www.teacherspayteachers.com/Product/What-do-teachers-do-2178430

31. Question # 7
What if
students are also teachers?

32. Have kids upload their
writing, so that the entire
class can read and
comment on it.
http://www.wired.com/magazine/2011/07/ff_khan/all/1
Salman Khan

33. http://youtu.be/RzkwtIMPkrs minute 18.
Peer grading works

34. Further inspiration
https://www.teacherspayteachers.com/Product/How-do-we-give-and-receive-feedback-1761017

35. Question # 8
What if there are
no grades, degrees,
or diplomas?

36. When people are not there yet, i.e. when
they do not have x competencies yet, try
giving them the grade "not yet”.
https://youtu.be/Yl9TVbAal5s
Minute 8:45

37. The transcript coming out of an
engineering school should be the
things that you have created
along with some feedback from
professors and peers.
http://youtu.be/cj1vGXWMMvs
From 28:30.
Sal Khan

38. Imagine a world where higher education
doesn't end with a diploma, but starts at
18 and continues through life, as
the world changes around us.
http://www.huffingtonpost.com/tara-lemmey/rethinking-higher-educati_b_387851.html

39. Question # 9
What if
education = creating things?

40. Yong Zhao
We need to engage students in
making things – making
books, movies etc. and using
all kinds of technologies /
media in that process.
http://youtu.be/Wk--J3E8yqc

41. Start finding ways to engage students in
understanding real-world problems,
and then support them in solving those
problems.
http://www.edutopia.org/blog/stop-start-continue-conceptual-meets-applied-david-hawley

42. More and more people are being hired on their
work samples, on the projects they’ve done,
the type of portfolios they’ve developed.
http://blog.ted.com/2014/01/28/in-conversation-salman-khan-sebastian-thrun-talk-online-education/
Sebastian Thrun

43. We recently hired two people and we didn’t even
know what their degrees were, if they even had
degrees.
We hired them because of the work they did on
the computer science platform on Khan Academy.
http://blog.ted.com/2014/01/28/in-conversation-salman-khan-sebastian-thrun-talk-online-education/
Salman Khan

44. http://donaldclarkplanb.blogspot.ch/2015/03/finland-to-scrap-subject-teaching.html
A real business problem, such as running
a café, would be an opportunity to bring
in maths, nutrition, and communications.

45. Thank you for your interest. For further inspiration
and personalized services, please feel welcome to visit
http://frankcalberg.com
Have a great day.