Black Swans and the Future of Education
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“A black swan is an event or occurrence that deviates beyond what is normally expected of a situation and is extremely difficult to predict. Black swan events are typically random and unexpected.” 2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K-12 was published for the last time as the New Media Consortium was wound up operations. During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use. This talk will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.
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Black Swans and the Future of Education
- 1. BLACK SWANS AND THE FUTURE OF EDUCATION FUTURE OF EDUCATION KEYNOTE – MURDOCH UNIVERSITY APRIL 28 KIM FLINTOFF Learning Futures
- 2. ABSTRACT “A black swan is an event or occurrence that deviates beyond what is normally expected of a situation and is extremely difficult to predict. Black swan events are typically random and unexpected.” 2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K- 12 was published for the last time as the New Media Consortium was wound up operations. During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use. This talk will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.Nassim Nicholas Taleb
- 7. EDUCATION IS REALLY BIG Read the report “Scenarios do not predict the future, but present snapshots of a range of possible futures.” 1. Education-as-usual 2. Regional Rising 3. Global Giants 4. Peer to peer 5. Robo Revolution
- 8. EDUCATION IS REALLY BIG Read the report
- 9. WE CAN BE ACTIVE PARTICIPANTS OR PASSIVE RESPONDERS. Read the resource A global community of educators and innovators can track and contribute to the taxonomy’s ongoing development.
- 10. EDUCATION AND MEGATRENDS But connecting education to mega- trends is not straightforward. The future is inherently unpredictable , because it is always in the making. Long-term strategic thinking in education thus needs to consider both the set of trends and the possible ways they might evolve in the future. OECD Read the report
- 11. 1. SHIFTING GLOBAL GRAVITY
- 13. 3. SECURITY IN A RISKY WORLD
- 14. 4. LIVING LONGER, LIVING BETTER
- 16. EDUCATIONAL TECHNOLOGY “CLASSROOM TECHNOLOGY IS NOT NECESSARILY RELEVANT TECHNOLOGY” “EVERY CONVERSATION ABOUT TECHNOLOGY IN EDUCATION COMES BACK TO DISCUSSING PEOPLE AND CULTURE”
- 18. HURDLES FACING SCHOOL INNOVATION 1. Scaling and Sustaining Innovation 2. Digital Equity 3. The Gap Between Technology and Pedagogy 4. Ongoing Professional Development 5. Technology and the Future of Work
- 19. ACCELERATORS IMPACTING SCHOOL INNOVATION 1. Learners as Creators 2. Data-Driven Practices 3. Personalization 4. Design Thinking 5. Building the Capacity of Human Leaders
- 20. TECHNOLOGY CHANGES OUR ROLE AS EDUCATORS “When you no longer have control over the information that a student receives, your role in that classroom changes” Jonathan Costa, EdAdvance
- 21. TECHNOLOGY CHANGES THE DESTINATIONS “65% of children entering primary school will find themselves in occupations that today do not exist.” Read Report
- 22. THE FUTURE CHANGES CONSTANTLY “Change is not merely necessary to life — it is life.” “Technology feeds on itself. Technology makes more technology possible.” “The illiterate of the future will not be the person who cannot read. It will be the person who does not know how to learn.” “Change is the only constant.”
- 23. CHANGING WORLD OF WORK The “gig economy” is here to stay. And we all need to think about what this means for how we live and work. Erik P.M. Vermeulen Read the article
- 24. EDUCATION NEEDS TO EVOLVE “THE SOLUTION TO CURRENT EDUCATION CONCERNS IS NOT MORE SCHOOLING – WE NEED A DIFFERENT KIND OF SCHOOLING”
- 25. THE FUTURE ISN’T WHAT IT USED TO BE “In the early years of infant school, the curriculum should be play based. It shouldn’t be about educational outcomes. It should be about kids exploring, and having fun, and learning stuff, the way little kids are hardwired to learn things. When we emphasise raising educational outcomes, what we do is we take the joy and the fun out of learning. If you want to depress any kind of outcome, take the joy and the fun out of it.” Jane Caro Read the report
- 26. WHEN AM I GOING TO USE THAT? “A FRONT LOADED CURRICULUM HAS LITTLE RELEVANCE TODAY – WE HAVE TO GET BETTER AT GENERATIVE PLAY AND LEARN TO ASSESS BY CATCHING THEM DOING IT”
- 27. “YOU'LL FORGIVE ME IF I'VE GROWN TIRED OF WAITING FOR HUMANITY TO WAKE UP” “Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it’s - - boring” Seymour Papert
- 28. THERE HAS TO BE SOME CHALLENGE “THE KINDS OF PROBLEMS WE OFFER STUDENTS TO SOLVE SIMPLY AREN’T BIG ENOUGH”
- 29. CHANGE THE FRAME AND CHANGE THE RELEVANCE “They came up with the idea of educating people on how to grow crops that would survive in the climate they live in,” “They could pass the information along to larger groups of people so we would reach a bigger population.” Lindsay Doughty
- 30. CHOOSE YOUR OWN ADVENTURE “It is a pedagogical approach that actively engages students in a situation that is real, relevant and related to their environment, which involves defining a challenge and implementing a solution.” Observatory of Educational Innovation Read the Article
- 31. I WAS THERE WHEN SHE SAID IT “The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.” Seymour Papert
- 32. YES, WE ARE ALL INDIVIDUALS “We must stop treating all students as if they are the same even if the intention is to ensure equality. Equity comes from deeply understanding learning variations and identifying the most powerful and helpful supports for each individual” Karen Cator I’M NOT
- 33. A VERY GOOD YEAR “Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture.” Sir Ken Robinson
- 34. THE OTHER GONSKI REPORT “Its chief insight is that Australia needs to shift away from a year-based curriculum to a curriculum expressed as “learning progressions”, independent of year or age.” The Guardian Read the Report
- 35. WHEN ARE YOU GOING TO GROW UP? “Rather than pushing children to think like adults, we might do better to remember that they are great learners and to try harder to be more like them.” Seymour Papert
- 36. ON RISK, AMBIGUITY, AND UNCERTAINTY? “You don’t really understand something if you only understand it one way.” Marvin Minsky
- 37. READY, PLAYER ONE? “Copernicus, Galileo, and Kepler did not solve an old problem, they asked a new question, and in doing so they changed the whole basis on which the old questions had been framed.” Ken Robinson
- 38. PUT LEARNERS IN THE DRIVER SEAT WHOEVER DRIVES LEARNING DETERMINES THE DESTINATION Read the Article
- 40. INNOVATE WITH YOUR NETWORKS
- 42. DEVELOP A FUTURE FOCUS http://futurewe.org/framework
- 43. DEVELOP THE LEARNER Read online
- 45. STAY IN TOUCH Kim FLINTOFF Facebook LinkedIn K.Flintoff@curtin.edu.au
Hinweis der Redaktion
- The challenge lies in there - the report helps coach us in the practice of engaging with the future - there is no single big question to answer and no ubiquitous solution... the process of considering context, relevance, response-ability, and re-actions is probably the only unifying theme. To draw on a lesson taught to me many years ago - its a bit like downhill skiing - "there is no control, only an endless series of linked recoveries" - and we are charged with constantly adjusting and recovering our purpose and direction. We can't do that watching our feet or looking behind us.... looking forward - well ahead gives the greatest opportunity for requisite shifts and rebalancing that keep us upright and moving ahead...
- 1 Scaling and Sustaining Innovation Many school systems lack the agility, strategies and mindsets to move innovative technology practices from a few classrooms to multiple settings across schools and districts. Institutionalizing innovation requires a systemic, iterative approach, including ways to identify effective practices to scale and sustain. 2 Digital Equity Equitable access to broadband connectivity, digital tools and content, and innovative instructional strategies is a growing concern. Socioeconomic status, geography, race, gender or disability limit access to opportunities to learn in a digital world. 3 The Gap Between Technology and Pedagogy* Rapid advances in technology are putting pressure on educators to refresh or shift their approaches to teaching and learning. When digital tools are introduced without a continual, dialectical relationship between research and pedagogy, or without timely professional development for teachers, technology implementations can result in wasted time, effort and investments—and lost opportunities to learn for students. 4 Ongoing Professional Development Engaging all teachers in meaningful professional development on innovative teaching practices is key to successful technology integration. Top-down, one-size-fits-all, sit-and-get training shows little to no impact on student achievement. Instead, personalized, job-embedded professional development can support teachers in their journeys as lifelong learners and practitioners who continue developing their professional skills. 5 Technology and the Future of Work* Artificial intelligence, robotics and “deep learning” are among the game-changing technologies that are altering how people think, learn, live and work. Now is the time for educators to seriously consider how technologies on the horizon will impact teaching, learning and the world that awaits students in coming years. Digital fluency is rapidly emerging as critical for workforce preparedness. Digital citizenship is important as well, as students must understand how to live ethically and responsibly in the digital world.
- 1 Scaling and Sustaining Innovation Many school systems lack the agility, strategies and mindsets to move innovative technology practices from a few classrooms to multiple settings across schools and districts. Institutionalizing innovation requires a systemic, iterative approach, including ways to identify effective practices to scale and sustain. 2 Digital Equity Equitable access to broadband connectivity, digital tools and content, and innovative instructional strategies is a growing concern. Socioeconomic status, geography, race, gender or disability limit access to opportunities to learn in a digital world. 3 The Gap Between Technology and Pedagogy* Rapid advances in technology are putting pressure on educators to refresh or shift their approaches to teaching and learning. When digital tools are introduced without a continual, dialectical relationship between research and pedagogy, or without timely professional development for teachers, technology implementations can result in wasted time, effort and investments—and lost opportunities to learn for students. 4 Ongoing Professional Development Engaging all teachers in meaningful professional development on innovative teaching practices is key to successful technology integration. Top-down, one-size-fits-all, sit-and-get training shows little to no impact on student achievement. Instead, personalized, job-embedded professional development can support teachers in their journeys as lifelong learners and practitioners who continue developing their professional skills. 5 Technology and the Future of Work* Artificial intelligence, robotics and “deep learning” are among the game-changing technologies that are altering how people think, learn, live and work. Now is the time for educators to seriously consider how technologies on the horizon will impact teaching, learning and the world that awaits students in coming years. Digital fluency is rapidly emerging as critical for workforce preparedness. Digital citizenship is important as well, as students must understand how to live ethically and responsibly in the digital world. The idea that students don’t have to wait to graduate to change the world is motivating schools to embrace real-world learning experiences that promote student-generated ideas and solutions. Schools are increasingly leveraging data about the student experience, measuring engagement and skills acquisition to inform decisions about curriculum, hiring, technology investments and more. Just as the consumer sector has exploded with new ways to customize user experiences, products and recommendations, schools are finding ways to provide individualized learning pathways and promote student voice, choice and autonomy. Design thinking is a strategy for creatively exploring and ultimately formulating solutions to challenges based on empathy and iterative processes. When leaders take actions to strengthen the professional community of their schools, providing and incentivizing opportunities for leaders and educators to learn and master new skills, it opens the door to innovative practices and approaches that can further student engagement.
- The process we’re describing is iterative and continuous. Through that process we become better able to respond and react to a way of teaching and learning that shifts and adapts – a pedagogy that is permanently emergent.
- LiveSlide Site https://www.youtube.com/watch?v=I2QEgqV4sCA&feature=youtu.be