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The Future of Learning Insights from Discussions Building on an Ini4al Perspec4ve by: Tim Gifford | Co-‐Founder | ELTjam
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Context The ini4al perspec4ve on the Future of Learning kicked off the Future Agenda 2.0 global discussions taking place through 2015.
This summary builds on the ini4al view and is updated as we progress.
Ini4al Perspec4ves Q4 2014
Global Discussions Q1/2 2015
Insight Synthesis Q3 2015
Sharing Output Q4 2015
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Curated Informa5on Everything you will need to know will be available online, but it is going to be vital that there is a way of filtering and cura4ng this overwhelming wealth of informa4on in a way that is simple, intui4ve and valuable.
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Standards of Learning The learning that takes place on a mobile device at the ins4ga4on of an inquisi4ve learner needs to have the same status as courses delivered in the tradi4onal learning environments of schools and universi4es.
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Replica5ng Face-‐5me Can virtual, online learning replicate the powerfully immersive
interac4ons that form the basis of face-‐to-‐face exchanges? Learning is grounded in the interplay of conversa4on, experience and meaning.
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Knowing Everything Is a new learning skill being developed as a result of the immense amount of informa4on at our disposal? Can learners locate, extract and apply
precisely what they need, precisely when they need it.
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Streaming Learning Learning content will emulate the model of music/media streaming: A
learner will be able to engage with valuable content as and when they need to without needing to subscribe to full courses or a full set of materials.
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Paradigm ShiCs The ancient paradigm of a teacher-‐led learning approach -‐ rows of iden4cal desks or chairs facing the same single point of reference at the front of the room -‐ will be replaced by a more fluid, collabora4ve pedagogical method.
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Collabora5ve Networked Learning There will be a movement away from a top-‐down, broadcast approach
of learning to a hyper-‐collabora4ve global network consis4ng of learners, ins4tu4ons and content providers.
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Seman5c Web The Seman4c Web will present data in terms of rela4onships and relevance.
A learner can engage with content that understands what they are looking for and how it relates to and impacts other topics.
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Personal Learning Networks Educators encourage their learners to source informa4on from their own Personal Learning Networks and to also ac4vely contribute themselves
to requests from other individuals within their communi4es.
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Learning From The Crowd Embracing adap4ve learning and the crowd-‐sourced learning solu4ons radically changes the culture surrounding learning and promotes the shi\ from a top-‐down model to one of collabora4on and exchange.
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Deep Distant Interac5ons Reliable, ubiquitous mobile communica4ons will enable deep and
effec4ve geographically-‐distant interac4ons where the online experience will be difficult to differen4ate from face-‐to-‐face mee4ngs.
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Mo5va5on to Learn The need to learn in order to compete in the global workplace will lead to increasing numbers of overseas students at established ins4tu4ons, while others choose integrated learning experiences over tradi4onal academia.
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Breaking Boundaries The acceptance of opera4ng in a digital world may result in substan4ve shi\s that break down geographical, genera4onal and cultural boundaries. But this could poten4ally build new e-‐boundaries – perhaps boundaries of access?
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Learning to be Crea5ve Gamifica4on helps the learning experience shi\ from a focus on avoiding failure to one that encourages learning from mistakes, recognises different
learning styles and abili4es and embraces problem solving.
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Teacher-‐less Classrooms If we have driver-‐less cars then we can also have teacher-‐less classrooms:
As learning comes from mul4ple sources beyond the school, we reinvent the learning experience around project-‐based collabora4on and sharing.
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Ability Benchmarks If c20th learning was about standardisa4on of levels of knowledge, then
the c21st is focused on ability and insight. In a world of MOOCS and knowledge credits from mul4ple plaaorms, a key challenge is sebng the global reference.
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Bridging the Digital Divide If access to connec4vity is the core driver of change for educa4on for some, what about those on the other side of the digital divide? Many focus on
off-‐line learning evolving and suppor4ng the development of the other billion.
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Skilling Rather Than Teaching As most informa4on is available on the net, the need to prepare us for the
increasingly unstructured nature of work drives schools to become places for developing core skills – emo4onal intelligence / leadership / cri4cal thinking.
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The Hybrid Experience Learning increasingly takes place via a combina4on of physical spaces and
digital classrooms – and flows seamlessly across both. Students use different parts of their brain as learning becomes much more experien4al.
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Life Lessons There is rising recogni4on of the need to prepare students to become a valuable member of the community through ‘teaching’ such issues
as empathy, ethics, handling failure and managing ambiguity.
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Learning in the Context of 21C Challenges Global challenges of our 4me will increasingly shape the development of curricula in terms of content to study and quali4es to develop; including
collabora4on, cri4cal thinking, crea4vity, entrepreneurship and ‘cope-‐ability’.
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The Dark Side of Learning Educa4on ins4tu4ons will teach people differently in 2025,
embracing the ‘dark side’ of learning from failure, uncomfortable spaces, personal tragedy and the ability to leave the past behind.
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Personalised Experien5al Learning Development of immersive virtual reality and sensors provide more
experien4al learning and instant feedback on performance and learning needs in ways that will be personalised to individual preference, style and experience.
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Rising EU Educa5on Gap We will see increases in child and adult illiteracy across Europe. Without clear EU direc4on, member countries are le\ to their own devices -‐ A lack of funding and focus leads to a rising educa4on gap and loss of global compe44veness.
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Learning for Life not Exams As na4onal learning curricula are set top-‐down by a narrow set of
stakeholders, with a focus on learning for exams rather than preparing us for life, there is ligle 4me or space for experimenta4on in what, or how, we learn.
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