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Future of Learning

Page history last edited by Shelley 13 years, 2 months ago

Future of Learning


Thomas Frey @ the DaVinci Institute on the Future of Education.


One-to-One Learning webinar on classroom management: 



Carnegie Commons on Teaching & Learning:



2009 Horizon Report

"Increasing globalization continues to affect the way we work, collaborate, and communicate. Information technologies are having a significant impact on how people work, play, gain information, and collaborate. Increasingly, those who use technology in ways that expand their global connections are more likely to advance, while those who do not will find themselves on the sidelines. With the growing availability of tools to connect learners and scholars all over the world -- online collaborative workspaces, social networking tools, mobiles, voice-over-IP, and more -- teaching and scholarship are transcending traditional borders more and more all the time."


Future of Learning in a Digital Age | HASTAC

Self-learning: Today’s learners are self-learners. They browse, scan, follow links in mid-paragraph to related material. They look up information and follow new threads. They create their own paths to understanding.

Horizontal structures: Rather than top-down teaching and standardized curriculum, today’s learning is collaborative; learners multitask and work out solutions together on projects. Learning strategy shifts from a focus on information as such to learning to judge reliable information. It shifts from memorizing information to finding reliable sources. In short, it shifts from learning that to learning how.

From presumed authority to collective credibility: Reliance on the knowledge authorities or certified experts is no longer tenable amid the growing complexities of collaborative and interdisciplinary learning. A key challenge in collaborative environments will be fostering and managing levels of trust.

A de-centered pedagogy: To ban or limit collective knowledge sources such as Wikipedia in classrooms is to miss the importance of collaborative knowledge-making. Learning institutions should instead adopt a more inductive, collective pedagogy based on collective checking, inquisitive skepticism, and group assessment.

Networked learning: Learning has traditionally often assumed a winner-take-all competitive form rather than a cooperative form. One cooperates in a classroom only if it maximizes narrow self-interest. Networked learning, in contrast, is committed to a vision of the social that stresses cooperation, interactivity, mutual benefit, and social engagement. The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.


New Media Literacies:



Beyond Social Networking: Building Towards Learning Communities:



iSchools lift hopes in NYC

A school that blends state-of-the-art technology with project-based learning and committed educators is a model for urban education



Avenues: The World School




Carpe Diem Academy (AZ)




"To truly bring educational institutions to the next stage of distributed and networked learning (which is the future!), we have to start by killing LMSs and investing that money and more into people how can work with faculty, staff, and students to re-imagine the art of teaching, learning, and sharing in relationship to that little thing most LMSs seem to disregard all together: the internet! We have been learning in the clean, well-lighted space of Wal-Mart’s parking lots for far too long, let’s go to a camp site, if not the wilderness, and rough it for a bit so that we can actually enjoy the very reason why we started on this trip in the first place, the democratic vistas of possibility!"

Jim Groom, "The Company Store"


We need to move students being knowledgeable to knowledge-able. This is not simply a technological revolution, this is a cultural revolution. ~ Michael Wesch @ Desire2Learn Fusion, 2009

(more here: http://halfanhour.blogspot.com/2009/07/whatever.html)


Howard Rheingold on the evolution of communication, cooperation, and commerce:



“The technology will be used to create learning communities among students in new ways,” Mr. Regier said. “People are correct when they say online education will take things out the classroom. But they are wrong, I think, when they assume it will make learning an independent, personal activity. Learning has to occur in a community.”



Social media's effect on learning: http://blogs.wsj.com/digits/2009/07/30/social-medias-effect-on-learning/


Bob Sprankle's 6min vid. "If there were no schools, would we build the schools we have?"



Scott McLeod's notes from a day w/ Will Richardson:





Chris Lehmann (Principal of Science Leadership Academy in Philadelphia): gave this talk (Progressive Pedagogy & 21st Century Tools) (Research, Collaborate/Network, Create, Present, Reflect) at NECC in 2009:



Here's a shorter (~10 min), even more finely tuned talk: http://www.ustream.tv/recorded/2016671


Here's an earlier slidedeck:

View more documents from Chris Lehmann.

A friend asked:


I am in need of articles that describe classrooms of the future.


visions of tomorrow's classrooms - not only K-12 but also perhaps from a collegiate level.  I'd also be interested in more than one philosophy - rather than all tech, are there other philosophies which value the old fashion person-to-person interaction?  It might also be beneficial to have a perspective from the business world which addresses what their needs are and whether or not students are coming out of the education systems prepared with those hard and interpersonal skills.  What are colleges looking for, and will their admissions policies support or hinder this vision.  I'm interested in on-line, global, anytime/anywhere, face to face/traditional, specialized tutors......


Here's what I shared:


Great question! Here are some possibly relevant resources, with pull quotes to give you a flavor of the content:

Scott McLeod's The Status Quo No Longer Suffices
"The new educational paradigm requires an emphasis on critical thinking, collaborative problem-solving, creativity and innovation, information fluency and media literacy, data synthesis and analysis, and the applied use of many other higher-level cognitive skills, much more frequently than we currently are doing in our classrooms."

Wendy Drexler on personal learning, drive, & autonomy:
"I'm intrigued by the possibility of a renaissance of self-direction.  I feel I've been able to build that reality in my personal learning and professional work, and I want even greater empowerment for the next generation.  More importantly, I believe those learners who are less autonomous will be at a distinct disadvantage." 

Description of "classrooms of the future" at the University of Minnesota:
"Students at the University of Minnesota are getting a feel for what could be the classroom of the future. The brand new Science Teaching building on the university's Minneapolis campus is to home 17 active learning classrooms, more than any other college in the country."

Designer Trung Le asks "Why Can't We Be In Kindergarten for Life?
"Many schools and work environments are embracing the reality that we live in multidisciplinary global world. The challenges and opportunities that we face in the 21st century require creativity, innovation and a deeper understanding of the complexities of the global economy, politics and culture. The kindergarten classroom fosters an environment where these values can be introduced and then thrive. Let's make the kindergarten studio the new paradigm for learning environment—a natural extension of our innate human capacity to create and learn by doing."  

Tom Vander Ark's 10 Shifts That Change Everything (the chart at the bottom is interesting)

Educating for Citizenship 
 Caryn McTighe Musil (vice president for diversity, equity, and global initiatives, Association of American Colleges and Universities)
"Many campuses have begun literally and figuratively to remove wrought iron fences demarcating sharp geographic, social, and intellectual boundaries between the academy and their communities."

Ewan McIntosh's thought-provoking meditation on learning spaces:

"The media world has worked out how to harness the user - education's got a thing or two to learn from it. The media world has been able to move from its equivalent of concrete foundations - the broadcast television show - to create new forms of interactive, co-created, crowdsourced- cohabiting with professionally-produced content. Aleks Krotoski's treatment of the BBC's Virtual Revolution is a textbook model of how a professionally produced doc is made better by giving all its ingredients away to the audience/users.


The approach of those schools who are able to "professionally produce" student-driven learning shows the same adaptability of pedagogy, notably from my recent trips to Albany Senior High, Auckland. Gever Tulley's Tinkering School and the kindergarten kids in Lanarkshire, Scotland, are further examples ofwhat's possible when you reverse the point of the professional in the room: the professional is there to "tilt projects towards completion", as Gever puts it, not professionally produce the learning and 'deliver' it to learners.



“IMAGINATION: Creating the Future of Education and Work,” is hyperlinked to hundreds of articles written from many perspectives and includes mixed media and moderated comments in each section.

This information was designed to be shared, discussed and implemented. Links to sections relevant to you and your network can be shared via social media icons included at the bottom of each section.


Follow Rita J. King or Joshua S. Fouts on Twitter.


How the Internet is Revolutionizing Education





Connecting Teachers & Learners








Student Work





Future of Counseling


Nichole Pinkard, Director of Innovation at the Urban Education Institute, University of Chicago:






What's the best college for you? (Forbes' first "roll your own" college search engine):



Transparency by Design:




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