Download as PDF, PPTX
Uploaded byDerek Wenmoth
Future Focused Flexible Education
The document discusses the evolution and future of education, emphasizing the shift towards flexible, boundary-less learning environments facilitated by technology. It highlights the importance of self-directed learning, connectedness, and agency among students, while also acknowledging challenges faced during transitions to online learning. Key principles include ubiquity, connectedness, and the need for personalized educational experiences that resonate with individual learner interests.
More Related Content
![Powerpoint module 3 final - wilson [autosaved]](https://cdn.slidesharecdn.com/ss_thumbnails/powerpointmodule3-final-wilsonautosaved-160207012933-thumbnail.jpg?width=640&height=640&fit=bounds)
Similar to Future Focused Flexible Education
Future Focused Flexible Education
- 1. Inspiring the next generationof leaders, thinkers and problem- solvers derek@futuremakers.nz @dwenmoth www.futuremakers.nz http://www.wenmoth.net Future Focused Flexible Education FLANZ conference, Wellington, 14 April 2021
- 2. Walk into thefuture with a secure knowledge of the past Ka mua, Ka muri Photo by Daoud Abismail on Unsplash
- 3.
- 4. 1924 – pre-podcast: Scienceand Invention’s editors thought that headphones had the power to turn homework into “a great joy.” Radio lessons would soon be commonplace, and “little Mary Jane” would “enjoy her radio lessons as much as she now enjoys her bedtime stories. https://projects.qz.com/is/what-happens-next-2/1469287/future-of-college/
- 5. First F2F Classrooms Correspondence Education WWW for research & content, Email LMSfor distributing content. Audio- graphics Teaching and Instruction Online/ eLearning Disruption Then
- 7.
- 9. First Then F2F Classrooms Correspondence Education WWW for research& content, email LMS for distributing content, Audio- graphics Virtual/ online Schools “Flipped Classroom” Teaching and Instruction Online/ eLearning Blended Learning Disruption Now
- 11. First Then Now F2F Classrooms Correspondence Education WWWfor research & content LMS for distributing content Virtual/ online Schools Knowledge Building Communities “Boundary-less Organisations” “Flipped Classroom” Teaching and Instruction Online/ eLearning Blended Learning Networked/ connected learning Disruption Next
- 12. A boundary-less future Knowledge Building Communities “Boundary-less Organisations” Networked/ connected learning Ubiquity Connectedness Agency Remotelearner Hybrid teacher Remote teacher Tertiary Home School, kura Library Social Network CC Wenmoth, 2020 A boundary-less education system. CoP
- 13. Principle #1 Ubiquity • Anytime, any place, any pace, any device… • Location not an issue anymore • Drivers: cloud, wireless, mobile devices • Principles of Open Learning Images sourced from Pixabay
- 14. Open Learning Open learningallows pupils self-determined, independent and interest-guided learning. Ormiston Tate Correspondence School Tom Prebble Massey University Shona Butterfield Open Polytechnic
- 15. Students in physical institutions,instruction & assessment predominantly on-site Students access formal learning online, instruction and assessment provided remotely 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. Schools/kura, classrooms, lecture halls, playgrounds, outdoor ed centres etc. e.g. Virtual schools, online classrooms, (e.g. Coursera. Mathletics), virtual field trips etc. e.g. PLNs comprising Facebook, Twitter, Khan Academy, YouTube, Reddit etc. e.g. Community library, sports organisations, after school clubs/ music lessons etc. Location Recognising success Flexible learning in practice!
- 16. • Having asense of being a part of something that is bigger than ones self. • The capacity to benefit from connectivity for personal, social, work or economic purposes. • Connecting what we know to what we’re learning, what we experience today to what we experienced yesterday Principle #2 Connectedness
- 17. Connectedness • Able torelate well to others • Effective users of communications tools • Connected to the land and environment • Members of communities • International citizens Source: NZ Curriculum, 2007
- 18. Connectivism Learning does notsimply happen within an individual, but within and across the networks. Knowledge exists within systems which are accessed through people participating in activities, the belief that people learn through contact. Prof. George Siemens: FLANZ 2018
- 19. • Having choicesand the ability to act on them • Informed, enabled, empowered learners • Shifting the ownership of learning Principles #3 Agency
- 20. 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 learn?
- 21. Experiences from lockdown… Not-sopositive experience for many... • Lack of digital access, poor connectivity and/or no device • Loss of immediate (f2f) engagement with peers • Demands placed on many parents • Family responsibilities – care of siblings • Focus on content over connection • Failure of schools and the system to • address context of learners • No space to study in peace • Lack of parent support or feedback • Variable teacher capability and capacity • “Edutainment” vs. learning Students speaking positively about... • Flexibility of learning • Freedom to manage themselves and their time • Increased use of online learning platforms and digital tools • Timetables (lack of) • More free time to read, think, engage in own activity • No (or fewer) distractions • Being able to learn what/when/where they wanted to • More relaxed, comfortable settings & contexts • More time to think and do the work • More time with family
- 22. Product orientation Student need orientation Standardization Customization Reconciliation?? www.myinstitution.com www.mylearning.com Don Hanna(2002) – Evolution of Programme Design
- 23. Certainty Conformity Compliance Volatility Complexity UncertaintyAmbiguity Agency Ubiquity Connectedness Mobile learning Augmented & virtual reality Micro-credentials Artificial intelligence Social/emotional learning Gamification Adaptive learning Video learning Neural transfers Big data Chat bots Poverty Religious intolerance Climate change Consumerism Food/water supply Nano-technology Cultural assimilation Economic collapse Human rights Global health crisis War Extractive industries Unemployment Over population Global emissions
- 24. A boundary-less future– are you ready? • The ‘distance’ has disappeared! • Where are you in this ecosystem? • Where does the organization you work for fit? • What are the current barriers or constraints? • Where can you start to make this a reality? Remote learner Hybrid teacher Remote teacher Tertiary Home School, kura Library Social Network CC Wenmoth, 2020 A boundary-less education system. CoP
- 25.