EduTECH ignite - What we saw and what we took away
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The document discusses the future of learning and education. It argues that traditional schooling is outdated and needs to move towards more organic models. It highlights concepts like agile leadership in learning, disruptive innovation in education, and the importance of developing 21st century skills like collaboration, critical thinking and creativity. The future will involve free-range learners who have more choice in how, where, and what they learn in a way that is relevant to their needs. Learning will focus on hubs, projects, specialized topics, and personal time, with guided choice.
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EduTECH ignite - What we saw and what we took away
- 2. Sugata Mitra – The Future of Learning
- 3. Schools in their military-industrial- religious origins are outdated and obsolete.
- 5. In farming there is a move to organic farming. We need to move to organic schooling.
- 6. Politicians are only passing through, our schools and commitment to leading change is not.
- 7. Ewan McIntosh – Agile Leadership of Learning
- 9. Contradictions, tensions, surprises – agile leadership is about taking these and using them.
- 10. Ian Jukes – Education in the Age of Disruptive Innovation
- 11. Disruptive innovation changes the way we see things and the way we do things.
- 12. Learning and earning is from the neck up. Everything from the neck down is minimum wage. - Bob Hughes
- 13. When the rate of change outside the organisation is faster than the rate of change inside the organisation, the end is in sight. - Jack Welch
- 14. 'The future is unknowable, but not unimaginable' – Ludwig Lachmann
- 15. Entering the Knowledge Age Agrarian Age Industrial Age Knowledge Age
- 16. Moore’s Law
- 17. “The Only Thing That Is Constant Is Change -” ― Heraclitus
- 18. 21st Century Skills Complex Communication Collaboration Critical Thinking and Problem Solving Creativity and Innovation Information and Media fluency
- 19. 21st Century Schools Free range learners • Free to choose how they learn • Free to choose where they learn • Free to choose how they process their learning • Free to choose how they evidence their learning • Free to experience learning that is relevant and responsive to their needs not our limitations
- 20. Learning at HPSS Learning Hubs Project Learning Specialised Learning MyTime With a lot of guided choice!
Editor's Notes
- The educational revolution will not be televised, It will be blogged, tweeted, and written collaboratively...in code.
- We will need to lead our educators to become adaptive experts who as Linda Darling Hammond states know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” Future focused leadership is about change leadership
- We will need to lead our educators to become adaptive experts who as Linda Darling Hammond states know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” Future focused leadership is about change leadership
- We will need to lead our educators to become adaptive experts who as Linda Darling Hammond states know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges.” Future focused leadership is about change leadership
- The future is not something that is done to us, but an ongoing process in which we can intervene.
- The future is not something that is done to us, but an ongoing process in which we can intervene.
- The future is not something that is done to us, but an ongoing process in which we can intervene.
- The future is not something that is done to us, but an ongoing process in which we can intervene.
- German economist Ludwig Lachmann there are many sources that can be used to engage in “future-forecasting”. Looking into what the future holds is overwhelming and as it is yet to be realized it is hard to separate the likely from the fanciful. That said, many themes and patterns do appear throughout a range of readings.
- In the text 21st Century Skills, Bernie Trilling and Charles Fadel look to the recent past to establish predictions for the not too distant future. They, in a sense, establish a timeline: Agrarian Age, Industrial Age and Knowledge Age. Acknowledging that whilst many cultures are still well grounded in the Agrarian and Industrial Age, the most developed are grounded in the Knowledge Age, highlighting also the “complex communication” skills that go along with it. McCain, Jukes and Crockett create a similar timeline in Living on the future Edge, showing the world as moving through Agriculture, Working, Service to Creative in the current day.
- In Living on the future edge McCain, Jukes and Crockett talk about Moore’s Law which was based on the prediction of Intel founder Gordon E Moore, that computer power, speed and performance would double every year. A prediction of increasing rate of change which remains true nearly 50 years after it was made. We are in the period of hyperchange.
- One thing we actually do know about the future is that the only constant is change
- Skills need to be developed that reach across traditional subjects and siloes
- In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative
- In knowing that the only constant is change and that what we actually need to do is equip our students (and teachers) for becoming adaptive experts so as to deal with change it would also make sense that the future focused pedagogy is based around learning being: Inquiry based Problem-based At times self-directed Personalised yet collaborative