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Barbara Lindsey

Opportunities for Creating the Future of Learning - 2020 Forecast: Creating the Future ... - 0 views

www.futureofed.org/...index.aspx

forcase future learning knowledgeworks

shared by Barbara Lindsey on 12 Sep 10 - No Cached
  • It remains to be seen whether new learning agents and traditionally certified teachers will cooperate or compete.
  • Secondly, it emphasizes the need for learning to be an ongoing process whereby we all become engaged citizens of a global society. T
  • By embracing technologies of cooperation, prototyping new models of learning, and cultivating open and collaborative approaches to leadership, “amplified” educators and learners will become the organizational “superheroes” of schools and districts.
  • ...5 more annotations...
  • The globalization of open learning systems characterized by cooperative resource creation, evaluation, and sharing will change how educational institutions view their roles and will offer new forms of value in the global learning ecosystem.
  • The result will be an emerging toolset for designing personalized, learner-centered experiences and environments that reflect the differentiation among learners instead of forcing compliance to an average learning style and level of performance.
  • As the hierarchical structure of education splinters, traditional top-down movements of authority, knowledge, and power will unravel. Before new patterns get established, it will seem as if a host of new species has been introduced into the learning ecosystem. Authority will be a hotly contested resource, and there will be the potential for conflict and distrust.
  • Learning geographies will be accessible to communities through a range of key tools, such as data aggregated from disparate sources, geo-coded data linking learning resources and educational information to specific community locations, and visualization tools that help communicate such information in easily understood visual and graphic forms. Such information will often contain multiple layers of data (for example, school performance statistics, poverty rates, and the degree of access to fresh food).
  • These new dimensions of learning geographies will require new core skills. Among them will be navigating new visual cartographies, identifying learning resources in previously unexpected places, leveraging networks to take advantage of learning opportunities, and creating flexible educational infrastructures that can make use of dispersed community resources. Through enhanced visibility and accessibility, learning geographies will bring new transparency to issues of equity in learning.
  • Barbara Lindsey on 12 Sep 10
     
    By embracing technologies of cooperation, prototyping new models of learning, and cultivating open and collaborative approaches to leadership, "amplified" educators and learners will become the organizational "superheroes" of schools and districts.
Barbara Lindsey

The Future of Education is Here » Blog Archive » Place-based Education - 0 views

blog.futureofed.org/...place-based-education

gates education video learning2.0

shared by Barbara Lindsey on 05 Oct 10 - No Cached
  • Barbara Lindsey on 05 Oct 10
     
    Bill Gates talks about current and future ed trends as he sees it.
Barbara Lindsey

createthefuture - The Future of Learning 10 Years On - 0 views

createthefuture.wikispaces.com/Future+of+Learning+10+Years+On

downes futureofed future learning

shared by Barbara Lindsey on 02 Oct 10 - No Cached
  • The purpose of educational institutions, therefore, is not merely to create and distribute learning opportunities and resources, but also to facilitate a student’s participation in a learning environment…
  • The purpose of educational institutions, therefore, is not merely to create and distribute learning opportunities and resources, but also to facilitate a student’s participation in a learning environment – a game, a community, a profession – through the provision of the materials that will assist him or her to, in a sense, see the world in the same way as an accomplished expert; and this is accomplished not merely by presenting learning materials to the learner, but by facilitating the engagement of the learner in conversations with members of that community of experts.
  • In the end, what will be evaluated is a complex portfolio of a student’s online activities.
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  • … it is important to understand that place independence means that real learning will occur in real environments, with the contributions of the students not being some artifice designed strictly for practice, but an actual contribution to the business or enterprise in question.
  • Current online learning efforts are based on the idea that learning will occur in a certain online place – a learning management system, say – or will be conducted using certain software tools.
  • … a field trip to a local stream or forest would be seen as a once-a-semester activity, because it would otherwise consume too much class time, it could now become (for some students) a once-a-day activity, with what used to be classroom activities designed around the field trips.
  • as Wenger says, “... the school is not the privileged locus of learning. It is not a self-contained, closed world in which students acquire knowledge to be applied outside, but a part of a broader learning system. The class is not the primary learning event. It is life itself that is the main learning event.”
  • education is fundamentally a process of communication; learning, by contrast, is fundamentally a process of growth
  • Traditional learning composed of classes and cohorts operates more as a group than as a network … Classes are closed; there is a clear barrier between members and non-members. … In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives.
  • In traditional learning, success is achieved not merely by passing the test but in some way being recognized as having achieved expertise. A test-only system is a coarse system of measurement for a complex achievement. (NOTE: See Frank Smith's The Book of Learning and Forgetting)
  • Despite the efforts of educators and individuals to create (often lavish and complex) learning environments for students, this will in the long run not be necessary. Learners will create their own communities, their own environments. At most, the educator needs to ensure that the tools are there for students to use, and that the channels of communication, from student to student, from community to community, are open.
  • … it is probably inevitable that the domains of ‘learning’ and ‘testing’ will separate. In the future it may even be thought of as quaint that those responsible for the fostering of learning were also those responsible for evaluating whether or not learning actually happened. People who are in some way able to demonstrate their ability – through a portfolio system, for example, are able to circumvent the need for testing altogether.
Barbara Lindsey

Opportunities for Creating the Future of Learning - 2020 Forecast: Creating the Future ... - 0 views

www.futureofed.org/...index.aspx

forecast education learning

shared by Barbara Lindsey on 28 Jan 10 - Cached
  • The globalization of open learning systems characterized by cooperative resource creation, evaluation, and sharing will change how educational institutions view their roles and will offer new forms of value in the global learning ecosystem. Education institutions will no longer be exclusive agents of coordination, service provision, quality assurance, performance assessment, or support. In fact, other players might be more equipped to provide these functions in the distributed ecosystem.
  • Authority will be a hotly contested resource, and there will be the potential for conflict and distrust.
  • It remains to be seen whether new learning agents and traditionally certified teachers will cooperate or compete.
  • ...2 more annotations...
  • communities will become the world’s classrooms. Learning geographies will diversify as some communities become learning deserts barren of learning resources, while others become oases teeming with dynamic learning ecosystems.
  • These new dimensions of learning geographies will require new core skills. Among them will be navigating new visual cartographies, identifying learning resources in previously unexpected places, leveraging networks to take advantage of learning opportunities, and creating flexible educational infrastructures that can make use of dispersed community resources.
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