Thanks to Rick B's recent Diigo share re: How will our future cities look? I found this project; syncs with what the EDCMOOC is enabling and encouraging participants to partake in.
Basically, what are the implications for government and policy makers as our digital lives & identities rapidly change and develop. How will it effect society as a whole? Economically, ethically, financially, legally and so on.
What will the future be like? Welcome to a world of existential threats, philosophers and clever robots.
What will our values, ethics, social groupings be like?
1. Critical thinking and problem-solving
2. Collaboration across networks and leading by influence
3. Agility and adaptability
4. Initiative and entrepreneurialism
5. Effective oral and written communication
6. Accessing and analyzing information
7. Curiosity and imagination
Someone makes a point in the comments.
"Dr. Wagner states that "we have no idea how to teach or assess these skills." How about the idea of 'letting learners watch someone already possessing these skills, exercise these skills'....what happens if teachers can act like students - 'showing them how to gain the knowledge, using resources made available, from someone who possesses the knowledge already', rather than attempting to teach such knowledge.
Ovum analyst Joe Dignan has a word of caution for those hoping to grab a piece of the action.
"Companies produce videos of glass houses of lovely people doing Minority Report-style stuff, but show me how this will help people sitting in their council flat 20 storeys in the sky?"
technology is determined by the political and economic structures of society. Questions about ownership and control are key in this orientation
technology is shaped and takes meaning from how individuals and groups choose to use it
Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
technology could solve the three most pressing problems of education: access, quality and cost
in all parts of the world evolving technology is the main force that is changing society
a model technological determinist position,
what observations can you make about his utopian arguments about education? What currency do they continue to have in this field?
the orientation here is clearly dystopic
‘administrators and commercial partners’ as being in favour of ‘teacherless’ digital education,
‘teachers and students’ as being against it
these divisions have never been clear, and they certainly aren’t now.
Why does Noble say that technology is a ‘vehicle’ and a ‘disguise’ for the commercialization of higher education? How can we relate this early concern with commercialism to current debates about MOOCs, for example? And how are concerns about ‘automation’ and ‘redundant faculty’ still being played out today?
the consequences of digital education
What kind of determinist position do they take? To what extent are they utopic or dystopic visions of the future? Why have the ideas they represent been so readily taken up and distributed within all educational sectors?
metaphor of the native and the immigrant
Prensky warns ‘immigrant’ teachers that they face irrelevance unless they figure out how to adapt their methods and approaches to new generations of learners.
how does the language he uses work to persuade the reader? Who are ‘we’ and who are ‘they’? What associations do you have with the idea of the ‘native’ and the ‘immigrant’, and how helpful are these in understanding teacher-student relationships?
What is being left out of the story of the internet here, and from what position is this story being constructed?
technological determinism,
Dahlberg, L (2004). Internet Research Tracings: Towards Non-Reductionist Methodology. Journal of Computer Mediated Communication, 9/3
What is the future of humanity? What limits should we impose on our biotechnological and other scientific developments - what will happen when we don't?