CORE Eduation's Ten Trends in education for 2013

2. TECHNOLOGY
CHANGE…
…PREDICTIONS
TRENDS!

3. Follow the link to
access the info-
graphic of
CORE’s ten
trends over the
past 7 years:
http://infogr.am/C
ORETENTREND
S-415
Monitoring our trends over time

4. How the trends are organised…
Explanation A brief statement describing what the trend is about.
Drivers Examples of the key innovations that are creating change
and driving this trend:
•Social
•Technological
•Educational.
Impact Examples of the current experience of teachers and
learners that illustrate the impact of this trend on teaching
and learning.
Implications Suggestions of where this trend may be taking us, and the
future possibilities for our work as educators.

5. Personalisation

6. There is a growing awareness that one-size-fits-all
approaches to school knowledge and organisation
are ill-adapted both to individuals’ needs and to the
knowledge society at large.
Personalisation: Explanation

7. Personalisation: Drivers
Social
•Rise of the free-agent learner
Technological
•Adaptive and assistive technologies
Educational
•Adaptive learning
•Individualised education plans (IEPs)
•Student initiated learning and pathways

8. Personalisation: Impact
•ePortfolios
•BYOD (device)
•BYOD (data)
•Personalisation and adaptive learning at a large
scale
•Personalised ways of interacting with devices:
text2speech, gestures etc.

9. Personalisation: Examples
Flipped Classroom and MOOCs
•http://www.hackeducation.com/2012/11/28/top-ed-tech-trends-of-2012-flipped-
classroom/
•http://mfeldstein.com/moocs-the-new-higher-education/
New Theories about Learning
•http://connectivismresearchprojectb.pbworks.com/w/page/16361630/FrontPag
e
•http://www.educatorstechnology.com/2013/01/a-must-have-free-handbook-for-
learning.html?m=1
•http://newsroom.opencolleges.edu.au/features/30-surprising-research-
findings-about-how-students-learn/
Adaptive learning
•http://en.wikipedia.org/wiki/Adaptive_learning
•http://learnsmartadvantagedemo.com/smartbook.html
Changes in teaching force
•http://www.eschoolnews.com/2012/12/07/7-trends-that-have-shaped-the-
teaching-force-in-the-last-20-years/

10. Personalisation: Implications
•When students use eLearning in your school how
often does every student do something different?
•What use are we making of learning analytics to
predict and advise on learning through the
applications we use?
•How might an adaptive web environment be
beneficial to schools, e.g. for personalising learner
spaces, interactions with parents and community
etc?

11. User + Control

12. User + control: Explanation
Users of technology are increasingly seeking to
find ways to programme what they're using, and
exercise control over what it does and how it
performs.

13. User + control: Drivers
Social
•Demand for programming experience from
business world.
•A desire to shape our tools rather than let them
shape us.
Technology
•‘hacking’ and ‘modifying’ of existing programs and
devices using user-friendly interfaces.
•Tech’s increasing potential for personalisation
and customisation.
Educational
•Career options for students
•Motivation, engagement

14. User + control: Impact
•Online instruction (Codeinayear, Codecademy,
Khan)
•Computer studies/digital technologies
programmes in schools
•CSUplugged.org
•Maker movement/Makerspaces
•Arduino, Robotics

15. User + control: implications
•What opportunities do students have to create
new knowledge (and things) as well as use
existing?
•What is happening in your school to cater for
and encourage those students who have an
interest in computer programming?

16. Virtual Learning

17. VL: Explanation
Opportunities are expanding internationally, with
the development of virtual schools in many
countries. It is an effective way of providing access
for those who may not otherwise be able to
participate - not only for students, but for teacher
professional development also.

18. VL: Drivers
Social
• Demand for life-long learning, informal learning
Technology
•Affordability of and accessibility to technologies
and broadband technologies
Educational
•Desire for access to wider range of curriculum
options
•Specialist teacher shortages
•Constraints on time and budget for PD

19. VL: Impact
Virtual Learning Network (NZ)
•http://www.vln.school.nz
•Growth of virtual schooling (international)
•Online PD options
•Expansion of formal and informal learning
opportunities online
•Blended learning? - where virtual learning
supplements face to face settings

20. VL: Implications
•How do your programmes of learning enable
students to continue learning outside of the
classroom or school hours?
•What sorts of projects could you involve your
students in right now that would provide them with
the rich experiences of collaborating on authentic
tasks, and connecting virtually with experts?
•How might you embrace the opportunities of
professional learning for staff in the online
environment?

21. http://www.flickr.com/photos/5552430
9@N05/5378314720/sizes/m/in/phot
ostream/
Smart
Web

22. Smart web: Explanation
The number of devices and services connected to
the web is building a deeper understanding of our
activities, along with the growing collective of
pooled intelligence and creativity, the network itself
is forming an intelligence of its own.

23. Smart web: Drivers
Social
•Inernet-capable consumer appliances
•Geo-location devices
TechnologIcal
•RFID technologies
•‘Internet of things’
Educational
•Drive for evidence-based practice

24. Smart web: Impact
•Smart libraries
•Smart text books
•Smart classrooms
•Auto-identification and tracking of students and
staff
•http://www.nzherald.co.nz/technology/news/article
.cfm?c_id=5&objectid=10858723&ref=newsl_morni
ngnewsdirect_J20080513_133717_5781_6889_87
5540616
•Project Glass:
www.youtube.com/watch?v=9c6W4CCU9M4

25. Smart Web: Implications
•How might an ‘internet of things’ apply in an
education setting, e.g tracking students, smart
buildings, etc.?
•What are some of the social and ethical
considerations that will need to be resolved?
•Consider specifically how school resources,
including library resources, could be managed
differently? What are the implications for libraries
themselves?

26. Data Engagement

27. Data engagement: Explanation
What has historically been confined to print and/or
oral/aural communications, is now accessible in a
range of new and exciting ways. In addition, where
engagement tended to be passive, it is now an
active experience.

28. Data engagement : Drivers
Social
•Greater emphasis on visualization
Technology
•New forms of human interface technologies
•Graphical data representation and manipulation
Educational
•Catering for learning styles

29. Data engagement: Impact
•Augmented reality/Google glass
•Adaptive learning: Memrize, Knewton, etc.
•‘Touch’ technologies
•Haptics
•Future of search
•Semantic web

30. Data engagement: Links
•big data/analytics ("Data is the currency of the social
web):http://www.nzherald.co.nz/technology/news/article.cfm
?c_id=5&objectid=10858495
•http://theantimap.com
•http://m.guardian.co.uk/technology/2013/jan/19/google-
search-knowledge-graph-singhal-interview
•http://www.meograph.com/education

31. Data engagement: implications
•What advantages and opportunities do the new
forms of data manipulation provide for teachers
and students?
•What use are you making of the open data
sources that are now available?
•What provision are you making for the new forms
of interaction design that are emerging in your
thinking for the future?

32. Thinking 3D

33. 3D thinking: Explanation
We live in a 3D world, and increasingly the
technologies at our disposal are providing
opportunities to create, visualise and represent our
ideas in 3D.

34. 3D thinking: Drivers
Social
•Increase in need for 3D thinking in employment
•Common use of 3D representations (movies,
printers, games)
Technologyical
•Growth of consumer level 3D tools and
applications
Educational
•3D is a more authentic way to learn about the
world because the world is 3D!
•3D gives the chance to work in the abstract.
Virtual & imaginary worlds.

35. 3D thinking: Impact
•3D printers
•3D projectors
•3D TVs and movies
•3D online environments
•Augmented reality

36. 3D thinking: Links
•http://www.3d-thinking.com/
•http://blogs.kqed.org/mindshift/2012/06/how-spatial-
thinking-can-improve-math-and-science-skills/
•http://blenderartists.org/forum/showthread.php?197530-
can-you-think-in-3d
•http://jezebel.com/5840380/welcome-to-the-future-
printable-food
•http://www.ted.com/talks/neil_gershenfeld_on_fab_labs.ht
ml

37. 3D thinking: implications
•How is ‘thinking in 3D’ understood by staff and
students?
•How is it promoted and encouraged among
students in your school?
•What opportunities do students have to create 3D
objects as evidence of learning?

38. Citizenship

39. Citizenship: Explanation
Citizenship involves understanding the ‘rules’ and
boundaries that exist in our expanding world which
includes the ‘virtual’, relearning the rights and
responsibilities of being a good citizen in this new
landscape.

40. Citizenship: Drivers
Social
•Global futures, globalisation, global impacts
•Increasing online participation of citizens
Technology
•Global connectivity and global reach
•Issues of control, ownership, access,
responsibility
Educational
•Concerns about online safety
•Emerging mores around online participation
•Globalised reach of education

41. Citizenship: Impact
•Cybersafety programmes
•Cyber security/filtering
•Digital literacy
•Policy and practice in schools (modeling)
•Global citizenship
•Tension between ‘white list’ & ‘black list’.
Providing safety but also some risk for students.

42. Citizenship: Links
•Social Media Guidelines for Teachers
•Social Media resources for teachers
•My Learn-Guide-Protect (MyLGP) resource

43. Citizenship: Implications
•How well is the concept of global citizenship
embedded within your school curriculum? Do you
have a vision for the global future that your
students will inhabit?
•What is your personal/school vision for being
digitally literate?
•How are the practices of cyber-citizens being
modelled in your school? What would be the
response of staff to a breakdown in this area?

44. Social Learning

45. Social learning: Explanation
Some educational institutions are already making
their content available through social channels, but
it’s also about considering Issues around
navigating and managing privacy, awareness of the
growing e-commerce industry and its impact on
global economies etc.

46. Social learning: Drivers
Social
•Personal online identities
•Explosion of participation in social networking sites
•Changing behaviours around online services
Technology
•Explosion in availability of number and range of social
networking sites.
•The web can filter and shape (personalise) massive
simultaneous contributions. Make signal from noise.
Educational
•Need/desire to link with and leverage lived world of learners.
•Understanding of the brain shows increasing importance of the
social aspect of learning.

47. Social learning: Impact
•Personal learning networks, incl. Twitter,
Facebook
•Informal learning
•OERu
•Self-organisation online, (Google Circles,
“friends”, groups etc.)
•Facebook - CHCH earthquake

48. Social learning: implications
•What use do you make of social media?
•What use is made of social media by students for
learning in your school?
•How does your staff understand the concept of
networked knowledge building, and knowledge
building communities?
•How are these understandings manifest in your
school?

49. Ubiquity

50. Ubiquity: Explanation
Ubiquity is about learning anywhere, at anytime
using any device. It is being driven by the
convergence in development of cloud computing,
online services and mobile devices.

51. Ubiquity: Drivers
Social
•Widespread use of social media
•Expectation of being “always on, always
connected”
Technological
•mobile technologies, cloud computing
•online services, UFB access, wireless
Educational
•Evidence/research revealing learning works best
in the right context and the right time.

52. Ubiquity: Impact
•School wireless networks and BYOD
•Move to portable devices from desktops
•Adoption of cloud-based applications (LMS, SMS,
accounting)
Examples:
•http://www.teachthought.com/technology/reasons-
to-use-tablets-in-the-21st-century-classroom/

53. Ubiquity: Implications
•Is your school network prepared to accommodate
the influx of student-owned mobile devices being
connected?
•Are your students’ home and school learning
experiences as rich and as deep as each-other?
•How could your school make effective use of
‘cloud-based’ applications and services for
students and staff?

54. Open-ness

55. Open: Explanation
Open approaches in education is a response to
many of the aspects of our current system that may
be described as closed, creating new ways of
thinking about access to educational opportunities
and resources, minimising barriers and opening up
opportunities for participation.

56. Open: Drivers
Social
•Creative commons licensing
•Increased online access and availability
Technological
•Open source
•Open access
Educational
•Global competition among institutions
•Reaction against the walled garden approaches of the 80s
and 90s
•Openness in school design - open spaces

57. Open: Impact
•Open-courses e.g. MOOCs
•http://mfeldstein.com/moocs-the-new-higher-education/
•Open-resources
•http://www.wikieducator.org and http://www.khanacademy.com
•Open-accreditation e.g. ‘badges’
•http://www.evolllution.com/distance_online_learning/audio-exploring-the-
uses-of-digital-badges

58. Open: Implication
•How much of your learning programme/content is
developed with teachers from other schools?
•How could augment your learning programmes
with open education options to benefit your
students? your staff?
•What processes would you need to put in place to
ensure the appropriate licenses are adhered to?
•How might you/your staff gain the experience of
open teaching? How might you ensure your
students gain the skills/experience of learning this
way?

59. For more information, videos
and resources visit:
www.core-ed.org/ten-trends