beyond current horizons - futurelab

Beyond Current Horizons:Educational Futures,

Challenges and Opportunities

Jen Groffjen.groff@futurelab.org.uk@jsgroff

Space Signpost

My-E

Mobi Missions

Ecolibrium

Exploratree

Astroversity Moovl

Enquiring Minds

Fizzees

SCHOOLS KNOWLEDGE& EDUCATIONAL

CHANGE

, &

John Morgan and Ben Williamson

SCHOOLS KNOWLEDGE& EDUCATIONAL

CHANGE

, &

John Morgan and Ben Williamson

Gaming in familiesA literature review

Mary Ulicsak, Martha Wright, Sue Cranmer, Futurelab August 2009

www.futurelab.org.uk

Gaming in familiesA literature review

Mary Ulicsak, Martha Wright, Sue Cranmer, Futurelab August 2009

www.futurelab.org.uk

Literature Review in Games and Learning

REPORT 8:

FUTURELAB SERIES

John Kirriemuir, CeangalAngela McFarlane, Graduate School of Education, University of Bristol

Literature Review in Games and Learning

REPORT 8:

FUTURELAB SERIES

John Kirriemuir, CeangalAngela McFarlane, Graduate School of Education, University of Bristol

a handbook from Futurelab 2005

games and learning

a handbook from Futurelab 2005

games and learning

Literature Review in Mobile Technologies and Learning

REPORT 11:

FUTURELAB SERIES

Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike SharplesUniversity of Birmingham

Literature Review in Mobile Technologies and Learning

REPORT 11:

FUTURELAB SERIES

Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike SharplesUniversity of Birmingham

www.beyondcurrenthorizons.org.uk

AIMS:build a challenging and long term VISION for education in the context of socio-technological change 2025 and beyond

Long term futures programme intended to:•Enhance the ‘futures thinking’ capacity of the education policy makers•Inform current strategy, decision making and planning

Section title goes here

Socio-technological Trends what are the sorts of trends we need to be aware of?

5 review areas

Keri Facer, 2009, BCH Final Report

Trend 1

• declining fertility rate• decreasing mortality rate • shifting family structures• increased global migration

Keri Facer, 2009, BCH Final Report

Generations and Lifecourse

Trend 2

• expanded boundaries of identity• changing nature of community • changing civic participation

Keri Facer, 2009, BCH Final Report

Identities, Citizenship, Communities

Trend 3

• increasing amounts and access to information and knowledge

• increasing connection and networking resulting in the increasing potential for collaboration and creativity

• increasing personalisation and customization of experiences

• changing nature of literacy

Keri Facer, 2009, BCH Final Report

Knowledge, Creativity, Communication

Trend 3

• restructuring of work• increasing career changes • increasing job polarisation

Keri Facer, 2009, BCH Final Report

Work and Employment

Trend 3

• increasing diversity of the education market• new learning practices facilitated by

changes in digital technology • increasing global branding of some

education institutions• third sector provision of specialist services• increased diversity of locations associated

with learning

Keri Facer, 2009, BCH Final Report

State/Market/Third Sector

Trend 3

• advancement in learning sciences

Keri Facer, 2009, BCH Final Report

Other Trends...

Creating the personal ‘cloud’

The capacity to connect to a network and be constantly connected to knowledge, resources, people and toolsThe ability to be ‘wrapped’ in an information landscape rather than managing it through institutions• Recognising the rise of the ‘mobile learner’• ‘Pulsating networks of learning’• New ways of connecting and accessing ‘educational offerings’

What does this mean for how we access formal and non-formal learning offerings?

Information landscapeDenser, deeper, more diverse – “know more stuff about more stuff”Gather, store, use, share more data about more of our world than at present

• Social movements towards accountability & transparency• Increased availability of data storage• Digitally tag entities in extended world• New forms of bio/genetic information

What does this mean for what we teach and when we teach it?

Institutional boundaries•Weakened & porous• Information not tied to institution• Greater number of ‘suppliers’ of education

•Blurring ‘work’ & ‘leisure’• Personal networks/expertise/brand

•Education/work/retirement no longer differentiated• Working life longer/education as leisure, lifelong etc

•Public/private roles merging• Disaggregation of learning/resources from the institution

What does this mean for where learning takes place – and when people access it?

‘Silver bullets’ not expected for complex educational problems•Quick-fixes won’t emerge• Neuroscience, computing and biosciences are not expected to

produce ‘easy solutions’ over coming two decades• Targeted progress made in relation to specific disabilities, including

‘smart’ prosthetics, new learning methods or targeted pharmacological enhancements

What does this mean for how we develop the education systems that we need?

Scientific-technological trendsProfs Dave Cliff, Josie Fraser, Claire O’Malley

•Moore’s law continues• Gordon Moore’s observation that the number of transistors on a

chip doubles approximately every two years• £1000 today = £31.50 in 2020 and £1 by 2030• Device today = 32 times more powerful in 2020 and x1000 in 2030

•Once per decade disruptions• Joel Birnbaum’s observation (1982) expected to hold true:

mainframe – minicomputers – PC – internet – (cloud computing) - ?• Cloud computing; ubiquitous computing; digital display

technologies; tangible and haptic technologies

What does this mean for how we remake our vision for education?

Questions to consider?•What does a curriculum for a networked learner look like?•What does it mean to digitally participate?•What does it mean for teachers and teaching?

What does this mean for our vision of education development:

....how do we achieve our potential?

Section title goes here

Responding to the challenges– ways of achieving learning potential

Exciting things (1)

•Personal Learning Networks (PLNs)• Finding access to the people, resources, ideas

appropriate to you• Inherently personal (and therefore different to other

people’s)• Developing our individual expertise whilst developing the

workforce as a whole

Asset MappingWhere do you get your information from?What sources do you use regularly/rarely?Who do you share ideas with?Who do you trust?How do you access this and how often?www.exploratree.org.uk www.bubbl.us

End-user innovation

… a source of innovation, only now becoming widely recognized, is end-user innovation. This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs

“end-user innovation [is], by far, the most important and critical”

Eric Von Hippell Sources of Innovation

Exciting things (2)

•New resources in learning

• http://www.educationeye.org.uk

Exciting things (3)

•Teachers’ and Learners’ voice• Development (and recognition) of PLNs• Range of tools to support Learner Voice, policy

imperatives to increase teacher freedom• Rise of Teachmeets, unconferences etc• Introduction of ‘Conflab’

www.futurelab.org.ukdan.sutch@futurelab.org.uk

@Dannno