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Cpp apptx
The document discusses predictions for technology, education, and workforce changes by 2033, emphasizing advancements in biotechnology, AI, and an increasingly mobile workforce. It highlights the importance of personalized education, interactive classrooms, and the necessity for teachers to adapt their practices to meet evolving student expectations and technological accessibility. The role of networks in learning and the need for adaptive educational frameworks are also stressed.
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Cpp apptx
- 1. CPPA Conference, AddingtonRaceway, 12-13 June, 2013 Learning 2033
- 2. TECHNOLOGY IN 2033 • Biotechnology – reprogramming biology as an information process – will be in a mature phase • We will be online all the time in virtual / augmented reality. • Search engines won’t wait for you to ask for information. • Artificially intelligent entities will be operating at human levels. Ray Kurzweil http://www.forbes.com/
- 3. GLOBAL CONFLICT 2033 • Global conflict will be widespread and chaotic, but not necessarily more violent • In short, the next few decades will see the erosion of central authority in the former colonial world Robert D.Kaplan http://www.forbes.com/
- 4. GLOBAL WORKFORCE IN2033 • A “born-mobile” workforce will be constantly connected to both work and home life, using devices that are wearable – or even implantable • Leadership structures will become increasingly flat, as roles shift based on each individual’s strengths and capabilities. Oliver Bussmann,CIO for SAP http://www.forbes.com/
- 5. EDUCATION IN 2033 • Global Access • Personalized learning • Interactive classrooms • Competency-based credentials Shantanu Sinha,President and COO of Khan Academy http://www.forbes.com/
- 6. How the futureof schooling was envisaged from the outside
- 7. And how itwas envisaged from the outside – mental models the same
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- 9. CHALLENGE Have we graspedhow significantly student access to technology has changed their expectations as learners?
- 10. 1990s The computerroom BBC 1985: the standalone school computer A National Education Network? The school network 1995-2010 THE PAST 25YEARS IN NZ SCHOOLS Adapted from Becta 2004
- 11. The existence ofICTs does not transform teacher practices in and of itself… However, ICTs can enable teachers to transform their teacher practices.
- 12. EFFECTIVE TEACHING ANDLEARNING…Effective teaching and learning occurs when… Student autonomy and initiative accepted and encouraged. Students engage in dialogue with teacher and each other Higher level thinking is encouraged Class uses raw data, primary sources, physical and interactive materials. Knowledge and ideas emerge only from a situation in which learners have to draw them out of experiences that have meaning and importance to them. Teacher asks open- ended questions and allows wait time for response Students are engaged in experiences that challenge hypotheses John Dewey – Constructivist Pedagogy, 1916
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- 17. • Picture hereof iphone dispenser at the airport
- 18. MOBILE TRENDS • mLearning– in the classroom and workplace • BYOD – Bring your own device • “snack” learning • Location-based integration and workplace training • Cloud computing • Rewind learning http://www.bottomlineperformance.com/6-mobile-learning-trends-that-grew-in-2012/
- 21. AGENCY • “The powerto act” • “Sense of ownership” • “Executing and controlling one’s own actions” • “Self-efficacy” • “Personalisation”
- 22. WE LIVE INA PERSONALISED WORLD • My watchlist (on Trademe) • My personal banking • My travel planner • MySky • My portfolio • MyYoutube channels • My… • AGENCY is key!
- 23. STUDENT EXPECTATIONS Washor, Eand Mohkowski, C (2013) Leaving to learn Do my teachers really know about me and my interests and talents? Do I find what the school is teaching relevant to my interests? Do I have opportunities to apply what I am learning in real world settings and contexts? Do I feel appropriately challenged in my learning? Can I pursue my learning out of the standard sequence? Do I have sufficient time to learn at my own pace? Do I have real choice about what, where and how I learn? Do I have opportunities to explore and make mistakes? Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean?
- 25. School A Groups NETWORKED LEARNING NetworkPLN Federally organised Collections of entities Collaborative Networked knowledge Externally organised Single entity Competitive Knowledge transfer Personally organised Association of entities Connected Personal knowledge The way networks learn is the way individuals learn
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- 27. UFB CLUSTER SCHOOLS SchoolA School A School A Services Internet School School School Public Library University N4L Aggregation Point
- 28. THE VLNC The VirtualLearning Network Community (VLNC) is a network of school clusters and educational institutions who collaborate to provide access to a broad range of curriculum and learning opportunities for students through online learning. “Supports the concept of classrooms without walls, where students have flexibility to connect with their classes 24/7” http://www.vln.school.nz
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- 30. • Current modelof self- management is past it’s use-by • Advocates a future of clustering models • Signs of this happening… • N4L • VLN • SuperLoop • Cluster-based PD
- 31. CHALLENGE Have we graspedhow significantly student access to technology has changed their expectations as learners?
- 32. NETWORKS • redefine communities, friends,citizenship, identity, presence, privacy, publics, geography. • enable learning, communication, sharing, collaboration, community. • networks form around shared interests & objects
- 34. CHALLENGES • Do ourlearners have to adapt to our way of doing things, or do we adapt to theirs? • Are we focused on delivery – or learning experience?
- 35. Education is acomplicated business… … if it were so simple, we’d have fixed it already.
- 36. Derek Wenmoth Email: derek@core-ed.org Blog:http://blog.core-ed.org/derek Skype: <dwenmoth>