Future of learning - Insights from Discussions Building on an Initial Perspective by Tim Gifford of ELTjam

The
Future
of
Learning

Insights
from
Discussions
Building
on
an
Ini4al
Perspec4ve
by:

Tim
Giﬀord
|
Co-‐Founder
|
ELTjam

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Breaking
Boundaries

The
acceptance
of
opera4ng
in
a
digital
world
may
result
in
substan4ve
shis

that
break
down
geographical,
genera4onal
and
cultural
boundaries.
But
this

could
poten4ally
build
new
e-‐boundaries
–
perhaps
boundaries
of
access?

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.

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.

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.

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.

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.

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.

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.

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’.

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.

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.

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.

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.

Future
Agenda

84
Brook
Street

London

W1K
5EH

+44
203
0088
141

futureagenda.org

The
world’s
leading
open
foresight
program

What
do
you
think?

Join
In
|
Add
your
views
into
the
mix

www.futureagenda.org

Future of learning - Insights from Discussions Building on an Initial Perspective by Tim Gifford of ELTjam

More Related Content

What's hot (20)

Similar to Future of learning - Insights from Discussions Building on an Initial Perspective by Tim Gifford of ELTjam (20)

More from Future Agenda (20)

Recently uploaded (20)

Future of learning - Insights from Discussions Building on an Initial Perspective by Tim Gifford of ELTjam