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Future focused education - what does it look like?
This document discusses future-focused education and what it may look like. It explores how the digital learner has changed expectations and how education needs to adapt. Key points discussed include declining school-age populations but opportunities to better prepare students for 21st century skills and jobs. Technologies are changing how and where learning occurs, with more flexible and personalized approaches needed.
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Future focused education - what does it look like?
- 1. Future Focused Education: What does it look like in your school? CORE Breakfast presentation, Thursday 11 September, Hamilton
- 4. THE DIGITAL LEARNER • 1989 – Concept floated for WWW • 1989 – Tomorrow’s Schools • 1993 - First browser released • 1995 – WWW comes to NZ BORN 1997 • 2001 – iPod released • 2002 – NCEA introduced • 2010 – iPad released • 2013 – NCEA level 1 (includes programming)
- 5. CHALLENGE Have wegrasped how significantly student access to technology is changing their expectations as learners?
- 6. PROJECTED SECONDARY SCHOOLPOPULATION 390,000 380,000 370,000 360,000 350,000 340,000 330,000 320,000 2011 2016 2021 2026 2031 2036 2041 2046 2051 2056 2061 Number 13-18 years Need to be vigilant about this space Statistics New Zealand National Population Projections by Age and Sex, 2011(base)-2061
- 7. NZ: 28,000 FEWERSCHOOL LEAVERS OVER 30,000 20,000 10,000 0 -10,000 -20,000 2011-2016 2016-2021 THE NEXT 10 YEARS 2021-2026 2026-2031 2031-2036 2036-2041 1041-2046 2046-2051 2051-2056 2056-2061 Projected change in numbers at 15-19 years (Total NZ) Source: Statistics NZ 2012 Projected population of New Zealand by age and sex, 2011(base)-2061
- 8. IT IS HAPPENING– CENSUS 2013 325,119 369,090 353,091 380,000 370,000 360,000 350,000 340,000 330,000 320,000 310,000 300,000 2001 2006 2013 Number Actual Numbers 13-18 Years 2001, 2006, 2013 (Total NZ) Source: Statistics NZ 2012 Projected population of New Zealand by age and sex, 2011(base)-2061
- 9. .. HAPPENING INTHE WAIKATO 32,901 36,369 34,899 37,000 36,000 35,000 34,000 33,000 32,000 31,000 2001 2006 2013 Number Actual Numbers 13-18 Years 2001, 2006, 2013 (Waikato)
- 10. BUT - HAMILTONCITY ONE OF FEW TO BUCK THE TREND 11,307 12,588 12,753 13,000 12,500 12,000 11,500 11,000 10,500 2001 2006 2013 Number Actual N 13-18 Years 2001, 2006, 2013 (Hamilton City)
- 11. SUMMARY • Everyyear for the next 19 years a successively larger cohort will reach the retirement zone • Every year for the next 15 years they will be replaced by a successively smaller cohort • 2021-26 will see a brief respite, as the recently-born baby blip arrives at labour market age • A zero unemployment opportunity is here
- 13. The surprising jobsyou’ll be doing by the 2030s http://io9.com/these-are-the-surprising-jobs-youll-be-doing-by-the-203-1577363367
- 14. • Robot counsellor • Rewilder • Garbage designer • Neighbourhood watch specialist • Simplicity expert • Healthcare navigator • Nostalgist • Telesurgeon • Solar technology specialist • Aquaponic fish farmer http://io9.com/these-are-the-surprising-jobs-youll-be-doing-by-the-203-1577363367
- 15. FUTURE FOCUSED –WHICH FUTURE? Picture from a reading book for the primary school (8 year olds) in Sweden, 1903
- 18. WHAT IS FUTURE-FOCUSEDEDUCATION? How can schooling change to meet meet the opportunities and challenges of the 21st century?
- 19. WHAT IS FUTURE-FOCUSEDEDUCATION? How can we prepare students to address "future-focused" issues such as sustainability, globalisation, citizenship, and enterprise?
- 20. WHAT IS FUTURE-FOCUSEDEDUCATION? How can education prepare students for living in the 21st century?
- 21. TWO PERSPECTIVES OFEDUCATION… In the future For the future • How will learning occur? • What about the role of teachers? • What sorts of environments? • What will we learn about? • What will we learn with? • What skills/ knowledge/ competencies do we need to be developing now in order to cope with what the future might hold?
- 22. EDUCATION IN THEFUTURE… • How will learning occur? • What about the role of teachers? • What sorts of environments? • What will we learn about? • What will we learn with?
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- 24. 1. Computer rooms 2. Isolated classrooms 3. Schools that don’t have WiFi 4. Banning phones and tablets 5. Tech director with an admin access 6. Teachers that don’t share what they do 7. Schools that don’t have Facebook or Twitter 8. Unhealthy cafeteria food 9. Starting school at 8am for teenagers 10. Buying poster, website and pamphlet design for school 11. Traditional libraries 12. All students get the same 13. One-PD-workshop-fits-all 14. Standardized tests to measure the quality of education
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- 26. WHERE WILL THEYLEARN?
- 27. Students in physicalschool, instruction and assessment predominantly on-site Students access formal learning via the network, instruction and assessment provided online Students learning through their online personal learning network, incl. social networking environments Students at home, library or other space, pursuing own interests individually or collaboratively FORMAL INFORMAL PHYSICAL VIRTUAL e.g. Classrooms, field trips, music exams, sports awards etc. e.g. Virtual Learning Network, online classrooms, Coursera, virtual field trips etc. e.g. PLN comprising Facebook, Twitter, Khan Academy, YouTube etc. e.g. Community library, sports organisations, after school clubs etc.
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- 33. UNPACK If thisis the kind of work environment our young people will be functioning in when they leave school, how well effectively we preparing them for this in the environments we have in our schools?
- 34. WHAT WILL THEYLEARN?
- 35. FUTURE FOCUS THEMES • Sustainability • Enterprise • Globalization • Citizenship
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- 41. HOW WILL THEYLEARN?
- 42. FOUR FORMS BEHINDTHE ORGANISATION AND EVOLUTION OF ALL SOCIETIES - TMIN 7000 BC 3000 AD History David Ronfeldt TIMN (Tribal, Institutional, Market, Network)
- 43. An education systemthat fails to emulate the characteristics of information in an era of knowledge is doomed to fail. Information today is… • Open • Distributed • Scalable • Social • Generative • Networked • Self-organised • Adaptive • Global George Siemens: Connectivism – a theory of learning for the networked age http://www.connectivism.ca/
- 44. TWO FORMS OFNETWORK The way networks learn is the way individuals learn School A Network Groups PLN Federally organised Collections of entities Collaborative Heterarchical Networked knowledge Externally organised Single entity Competitive Hierarchical Knowledge transfer Personally organised Association of entities Connected Heutagogy Personal knowledge
- 45. EDUCATION FOR THEFUTURE… What skills/knowledge/ competencies do we need to be developing now in order to cope with what the future might hold?
- 46. THE FUTURE… •Food supply • Water • Cryogenics • Nano-technology • Cultural assimilation • Human rights • Poverty • Religious intolerance
- 47. FUTURE FOCUSED CONSIDERATIONS • Personalising learning – how can you build the school curriculum around the learner and more flexibly to meet learners’ needs?
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- 49. FUTURE FOCUSED CONSIDERATIONS • Are you building an inclusive learning environment - how do you: • enage learners, family/whānau, and communities in co-shaping education to address students’ needs, strengths, interests and aspirations? • provide access to anywhere, anytime learning? • support assessment and evaluation processes so that these are dynamic and responsive to information about students?
- 51. FUTURE FOCUSED CONSIDERATIONS • Are you developing a school curriculum that uses knowledge to develop learning capacity – how can you enable students to create and use new knowledge to solve problems and find solutions to challenges as they arise on a “just-in-time” basis?
- 53. FUTURE FOCUSED CONSIDERATIONS • Rethinking learners’ and create a “knowledge-building” learning environment where learners and teachers work together?
- 54. FUTURE FOCUSED CONSIDERATIONS • Building a culture of continuous learning for teachers and school leaders – what opportunities to participate in and build professional learning are afforded by technologies?
- 55. FUTURE FOCUSED CONSIDERATIONS • How can technologies be used to facilitate all of this?
- 56. Modern technologies providestudents with the potential for experiences of unprecedented breadth, depth and relevance. .
- 57. We now havethe conditions for modern learners to tackle projects of a complexity previously unimaginable.
- 58. ..as a resultwe must rethink what we expect of our students. We must stop underestimating what they are now capable of; and above all…set much higher expectations .
- 60. The evolving learningenvironment… 14TH- 19TH CENTURY PRINT ERA Authors/Publishers Books, Documents 21ST CENTURY COLLABORATIVE AGE Community Generated Experiences Mixed Media, Social Networks, Virtual Environments 20TH CENTURY BROADCAST ERA Vendor Produced Content Film, Radio, TV, Video, Web Pages
- 61. Forget blogs – think open dialogues
- 62. Forget wikis –think collaboration
- 63. Forget podcasts –think democratisation of voice
- 64. Forget RSS/aggregation -think personal learning networks
- 66. Derek Wenmoth Email:derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: dwenmoth