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Learner agency is characterized by a pedagogy that builds on the passions of learners and also has real world relevance. We are seeing numerous examples of this in our schools, and the school structure is also beginning to change to accommodate this transition. Schools are adopting more flexible schedules, new and more personalized methods of reporting are being adopted, and examples of hands-on experiences from outdoor learning to community business partnerships are flourishing. Many do see learner agency as being key to the future of schooling.

Kids are learning many STEM skills, but it's not happening in schools.

Wozniak experienced inspiration from his high school electronics teacher, who provided foundational instruction that set him on a path of self-directed learning which would revolutionize personal computing.

They need continuous, just-in-time support that includes professional development, mentors, and informal collaborations.

roughly half say that lack of training is one of the biggest barriers to incorporating technology into their teaching.

Institutions responsible for pre-service and in-service professional development for educators should focus explicitly on ensuring all educators are capable of selecting, evaluating, and using appropriate technologies and resources to create experiences that advance student engagement and learning. They also should pay special care to make certain that educators understand the privacy and security concerns associated with technology.

Morley Winograd, co-author of Millennial Momentum: How a New Generation is Remaking America, similarly argued, “The deflection point for the more fundamental change will occur when universities no longer grant degrees, but rather certify knowledge and skill levels, in much more finite ways as your scenario envisions. Major university brands will offer such certificates based on their standards for certifying various competencies that employers will be identifying for their new hires.”

While MOOCS are hardly a step forward pedagogically, they have brought distance learning out of the shadows and into daily discourse about the future of higher education.

The lines between for-profit and not-for-profit are blurring as partnerships evolve between community colleges offering two-year diplomas and for-profit colleges awarding the bachelor’s degree. For-profit corporations now provide the platform and technical know-how for expanding the reach of not-for-profit master’s programs at many major universities.

Educational technologies will need to be employed for building new models of learning