Based on 19 page report by Institute for the Future (IFTF) is an independent, nonprofit strategic research group with more than 40 years of forecasting experience for The University of Phoenix Research Institute
Don't start with outcomes - cuase it leads to what is the content
The question is what is the expeience -is the learner engaged?
What do we want them discovering?
How do you create a need to know?
Content is not the outcome of learning - it is the context - what do we want students paricpating in that conent
everyone is going to learn different things- for differnt places and different people
Connected Learning is an educational approach designed for our ever-changing world. It makes learning relevant to all populations, to real life and real work, and to the realities of the digital age, where the demand for learning never stops.
Learners are the focus: Specifically, developing lifelong learners with higher-order skills.We build on the basics: The basics are important, but not enough for youth to thrive in our rapidly-changing world.We connect three critical spheres of learning: academics, a learner’s interests, inspiring mentors and peers.We harness the advances and innovations of our connected age to serve learning: Just as earlier generations tapped the tools of their time to improve learning, we must do the same in the digital age.Making, creating and producing are powerful paths to deeper learning and understanding: Connected learning asks learners to experiment, to be hands-on, and to be active and entrepreneurial in their learning, recognizing that this is what is now needed to be successful in work and in life.
Important points highlighted via diigo https://diigo.com/0x301 You can “be” one place but use data from another “place” on the Web, or use functionality from another place. The term “Web” is appropriate because both people and applications can connect in many ways not possible before the Web.
I read something recently that said, “By acting as if grading motivates learning, we put both student and faculty energies in the wrong place.” Grades are supposed to assess learning, not be the goal. Students too often see the grade as the thing they go to class for, when they are supposed to go for learning and practice. And it’s the professors’ faults because we hold grades over their heads.
Academics are now urged to blog. We are told that having to write for ordinary readers will help us to write in plain English, clarify our ideas, enhance our reputations and expand our knowledge as well as our audience. Blogging is presented to us as a way to bridge the apparent divide between academia and everyone else.
We both blog and unlike many of our colleagues we don't need to be convinced that it is worthwhile. However we were less convinced that the academic bloggers we encountered were all in it for reasons of public outreach, or to refine their thinking, and we certainly weren't convinced that they wanted fame. So we set out to have a preliminary look at what was going on in academic blogs.
We had a number of challenges in setting up this small-scale study. We had no funding so interviews were out; we had to rely on published blogs alone. And we had to decide what counted as an academic blog. This was not as easy as you might think, given the growth of professional and managerial roles offered inside universities today, which often involve some kind of research or teaching. We opted for the blogger who stated an institutional affiliation, had some kind of academic purpose and was connected to other academic blogs. We called the bloggers who weren't professors, lecturers or fellows 'para-academics'. We couldn't get a representative sample as there is no handy index of blogs, the numbers change all the time, and frankly, there were just too many. And because we speak English, our choices had to be blogs we could actually read.
After hosting dozens of these conversations, I realize one thing: We just don't listen enough to our students. The tradition in education has been not to ask the students what they think or want, but rather for adult educators to design the system and curriculum by themselves, using their "superior" knowledge and experience.
Only half of current working teachers believe they can use technology to motivate students to learn, compared to 75 percent of incoming teachers. Only 17 percent of current teachers believe technology can help students deeply explore their own ideas, compared to 59 percent of incoming teachers. And 26 percent of current teachers believe students can use technology to apply knowledge to problem-solving, compared to 64 percent of aspiring teachers.