Visions of future learning
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The document discusses various visions for the future of education, particularly in the context of technology-enhanced learning and MOOCs. It emphasizes the importance of envisioning educational systems that adapt to societal changes, incorporate innovative practices, and utilize learning analytics for improved outcomes. Various roles and experiences related to MOOC implementation and moderation are also highlighted, along with considerations for accessibility and augmented reality in education.
![Clearly, the OU have introduced a new unit of measurement
into this course so here are some equivalents*;
• Height of an elephant = approx 103 toasters.
• Length of blue whale = approx 1000 toasters.
• Equatorial radius of Moon = approx 58 million toasters.
• Equatorial radius of Ganymede = approx 87 million toasters.
• Equatorial radius of Jupiter = approx 2.4 billion toasters.
• From my house to the centre of London = approx 8 million
toasters.
I think that, from these dimensions it should be a fairly straightforward
job to work out exactly how big a moon should be.
[Mike Pollard]
27 likes
7 replies](https://image.slidesharecdn.com/visionsoffutureeducation-141125053334-conversion-gate01/85/Visions-of-future-learning-37-320.jpg)
Visions of future learning
- 1. Visions of future learning Rebecca Ferguson, The Open University, UK
- 2. The Open University (UK) Distance education at scale More than 240,000 current students 8,700,000 iTune downloads in 2013 5,100,000 YouTube views in 2013 Leading partner in FutureLearn Part of Rosetta space mission Image: European Space Agency
- 3. Visions of the future • How are they developed? • What do we do with them? • Why keep developing them? • Visions of education • Visions of school • Visions of MOOCs • Visions of pedagogy
- 4. How do we produce a vision of the future of education?
- 5. Envisaging the future is hard SHEEHY, K. & BUCKNALL, S. 2008. How is technology seen in young people's visions of future education systems? Learning, Media and Technology, 33, 101-114. http://oro.open.ac.uk/8616/
- 6. Schome The education system for the information age ‘…maybe having a ‘lived experience’ of something radically different might help folk come up with more creative visions…’ http://www.schome.ac.uk/wiki
- 7. ‘…hold a mirror up to reality, helping residents and visitors to understand what they regard as normal by observing what it could be, what it has been and what it is not.’ ‘This prompts us to consider why learning is necessary, how it takes place and how it is assessed. It also sets education in the context of happiness, play, fun and delight.’ http://bit.ly/1khcdqM Virtual worlds…
- 8. Updating the groves of academe
- 9. Do we need a building on the island? Why would we need one? * Provide a recognisable place for people to find/contact us * A place where people can get scripts in-world, or submit them to us (like an inbox/outbox) * Provide a place to hand out scripts * Place to hold meetings Why wouldn't we need one? * It takes up much-needed prims * We can host our scripts on the wiki (but this may be less convenient) * We need very little space - we could just one of the generic gorernment buildings * We could hold meetings anywhere (although, we may get interrupted in public places) SchomerU Discussing visions
- 12. The best school in the world
- 13. If this school were the best school in the world, what would it be like?
- 15. Fffffffff fffff fffff F
- 17. What do we do with our visions of the future of education?
- 18. Innovation in technology enhanced learning (TEL) http://beyondprototypes.com/
- 19. The TEL Complex Scanlon, E., Sharples, M., Fenton-O'Creevy, M., Fleck, J., Cooban, C., Ferguson, R., Cross, S. & Waterhouse, P. 2013. Beyond Prototypes: Enabling Innovation in Technology-Enhanced Learning. http://oro.open.ac.uk/41119/
- 20. The TEL Innovation Process Scanlon, E., Sharples, M., Fenton-O'Creevy, M., Fleck, J., Cooban, C., Ferguson, R., Cross, S. & Waterhouse, P. 2013. Beyond Prototypes: Enabling Innovation in Technology-Enhanced Learning. http://oro.open.ac.uk/41119/
- 24. Dai ‘The Disaster’ Role Lecturer tasked with creating a MOOC Motivation Junior academic, instructed to take this on for ‘career development’ Experience Has been lecturing for three years, mainly working on courses developed by other people. Outcome Cannot deal with forums full of complaining students, legal challenges, criticisms of the course go viral, faces disciplinary action.
- 25. Elizabeth from Exams Role Overseeing qualifications and accreditation on all the university’s MOOC offerings Motivation Elizabeth holds a senior position in the university exams and accreditation office for many years, so she was an obvious choice to produce a report on the options for assessment and for accreditation • Training • Activity • Benefits • Challenges
- 26. Moderator Mark Role Mark is a MOOC Moderator, employed to work in the forums each day. There are several moderators on each MOOC. Motivation Mark enjoys moderating. He is interested to find out whether it can work at such a large scale, and is slightly intimidated by the prospect. • Training • Activity • Benefits • Challenges
- 28. Why continue to produce visions of the future of education?
- 29. The world is changing Four stages of mathematics (Conrad Wolfram): 1. Identify real-world problem that mathematics can help to solve 2. Operationalize problem 3. Perform calculations 4. Check results and apply solution
- 30. Learning analytics The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.
- 31. Uses of analytics • Monitor the learning process • Explore student data • Identify problems • Discover patterns • Find early indicators for success • Find early indicators for poor marks or drop-out • Assess usefulness of learning materials • Increase awareness, reflect and self reflect • Increase understanding of learning environments • Intervene, advise and assist • Improve teaching, resources and the environment
- 32. Analytics & accessibility Do you consider yourself to have a disability?
- 33. Learning analytics & design
- 34. Learning analytics & design
- 35. Toast / toaster / toasters / fun http://www.laurenceanthony.net/antconc_index.html
- 36. Can an orbiting object the size of a toaster qualify as a moon?
- 37. Clearly, the OU have introduced a new unit of measurement into this course so here are some equivalents*; • Height of an elephant = approx 103 toasters. • Length of blue whale = approx 1000 toasters. • Equatorial radius of Moon = approx 58 million toasters. • Equatorial radius of Ganymede = approx 87 million toasters. • Equatorial radius of Jupiter = approx 2.4 billion toasters. • From my house to the centre of London = approx 8 million toasters. I think that, from these dimensions it should be a fairly straightforward job to work out exactly how big a moon should be. [Mike Pollard] 27 likes 7 replies
- 38. Analytics for reflection http://oro.open.ac.uk/30598/ Ferguson, R., Buckingham Shum, S. & Deakin Crick, R. (2011). EnquiryBlogger – Using Widgets To Support Awareness and Reflection in a PLE Setting.
- 39. Current visions of the future
- 42. Image from Flipped Learning Network
- 43. An individual’s world can be augmented with information that is beyond the knowledge of a single person, and indeed a single lifetime. By networking data, the environment is augmented by the experiences of multiple others. http://amzn.to/1nPgKEm
- 44. Augmented reality can extend the sensory range of information available, transforming information that is typically beyond the reach of human senses (such as X-ray star charts and infra-red maps) or transforming environmental data into forms that compensate for sensory impairments. http://amzn.to/1nPgKEm
- 45. Educating the transhumans News story from The Daily Telegraph, 17 July 2012 Is it cheating to augment our brains with tech or with drugs?