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Readiness has become a popular way to describe the mission. Are our students ready? Many like college and career ready. Others like Future Ready. I like ‘ready for anything” because that’s truly what all of our students need.
Kim Flintoff's insight:
Readiness has become a popular way to describe the mission. Are our students ready? Many like college and career ready. Others like Future Ready. I like ‘ready for anything” because that’s truly what all of our students need. In Part 1 of Redefining Readiness, I focused on Pedagogy and Courses. For Part 2, let’s go beyond and focus on new literacies.
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Great expectations: It is “limiting” and “dangerous” to suggest that a university’s sole purpose is to prepare students for the professional world, the chancellor of the University of California, Berkeley warned business representatives in Davos, Switzerland this week. Vice-chancellors turn on businesses for not doing enough to educate and retrain their workforce.
Kim Flintoff's insight:
Great expectations: It is “limiting” and “dangerous” to suggest that a university’s sole purpose is to prepare students for the professional world, the chancellor of the University of California, Berkeley warned business representatives in Davos, Switzerland this week.
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From
e27
AI technologies can make instruction more personalised, therefore increasing the effectiveness of education
Kim Flintoff's insight:
The level of consideration stops short of the big ethical issues that AI raises.
"AI technologies can make instruction more personalised, therefore increasing the effectiveness of education Education around the world is changing at an incredibly fast pace. Software and devices are as commonplace in classrooms and lecture theatres as whiteboards and overhead projectors once were. The new generation of student is born digital and they are fast adopters of new technologies. The revolution has begun. Education institutions globally are grappling with three big challenges: Providing quality education, often at scale; ensuring education is accessible to all, including in emerging markets, rural communities and to children with special needs; and reducing the cost of delivery to provide affordable education."
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Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities? Trends Shaping Education examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends. This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future’s thinking inspired by foresight methodologies. This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Kim Flintoff's insight:
Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities? Trends Shaping Education examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends. This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future’s thinking inspired by foresight methodologies. This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
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Jan Wisniewski dreams of a better, brighter, greener future. He’s just hoping our political leaders catch up soon. It’s 2019 and I’m 27 years old. I’m a millennial, though I think of myself as part of the climate change generation. In the years since my high school year group was treated to a screening of Al Gore’s An Inconvenient Truth at Hobart’s Village Cinemas, there’s been a lot of talk about climate change. From international discussions at the UNFCCC’s annual conference of the parties to heated exchanges in online comment sections. While we’ve been talking the world has been warming. Us humans still haven’t found a way to stop polluting.
Kim Flintoff's insight:
Jan Wisniewski dreams of a better, brighter, greener future. He’s just hoping our political leaders catch up soon. It’s 2019 and I’m 27 years old. I’m a millennial, though I think of myself as part of the climate change generation. In the years since my high school year group was treated to a screening of Al Gore’s An Inconvenient Truth at Hobart’s Village Cinemas, there’s been a lot of talk about climate change. From international discussions at the UNFCCC’s annual conference of the parties to heated exchanges in online comment sections. While we’ve been talking the world has been warming. Us humans still haven’t found a way to stop polluting.
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Getting students to “buy-in” and take control of their learning starts with seeing them as individuals and understanding each of them has different motives, beliefs and goals. Below are a few ideas to consider to help them start: HQPBL. (High Quality Project Based Learning) Give Them Choices. Self-Assessment. Student-Led Discussions. Flipped Classroom.
Kim Flintoff's insight:
Getting students to “buy-in” and take control of their learning starts with seeing them as individuals and understanding each of them has different motives, beliefs and goals. Below are a few ideas to consider to help them start: HQPBL. (High Quality Project Based Learning) Give Them Choices. Self-Assessment. Student-Led Discussions. Flipped Classroom.
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A hyper-focus on improving standardized test scores can prevent us from the larger goals of developing learners who can think, communicate, and be contributing members of society. I understand that we have to focus on test scores because they are the measurements and how we are held accountable. I also know that if we continue to do things the way they have always been done, we will get the same results. If we truly value learners as individuals and want students to be able to find and solve problems, communicate effectively, and learn to learn, we can no longer simply prepare kids for a test or for the next grade. We have to rethink how and what we teach in schools to ensure we are creating space to model, guide, and practice the skills that students need to be successful in life, in work, and as contributing citizens
Kim Flintoff's insight:
“A hyper-focus on improving standardized test scores can prevent us from the larger goals of developing learners who can think, communicate, and be contributing members of society. I understand that we have to focus on test scores because they are the measurements and how we are held accountable. I also know that if we continue to do things the way they have always been done, we will get the same results. If we truly value learners as individuals and want students to be able to find and solve problems, communicate effectively, and learn to learn, we can no longer simply prepare kids for a test or for the next grade. We have to rethink how and what we teach in schools to ensure we are creating space to model, guide, and practice the skills that students need to be successful in life, in work, and as contributing citizens”
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The Assessment for Learning Project is trying to improve assessment’s reputation and get it recognized as a positive part of the learning process. The initiative advocates assessment systems that empower students, lead to greater equity and deepen students’ skillsets by virtue of their design.
Kim Flintoff's insight:
The Assessment for Learning Project is trying to improve assessment’s reputation and get it recognized as a positive part of the learning process. The initiative advocates assessment systems that empower students, lead to greater equity and deepen students’ skillsets by virtue of their design.
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Assessment is not measurement. I assess my students every single day, but it’s not in what is maybe the conventional sense. Assessment is not a spreadsheet, it’s a conversation. Via Nik Peachey
Kim Flintoff's insight:
“Of Pearson’s latest plans he says “once again Pearson conflate education with (their) content delivery and (their) measurement systems. They will, I suspect, be massively disrupted and become the Kodak of Education as we realise that context is king rather than content, and that we need new metrics to recognise the things we value today, rather than the things we might have valued yesterday.””
Carlos Fosca's curator insight,
January 9, 2019 6:39 AM
Pearson, la otrora editorial inglesa de libros de texto, cuya historia data del siglo XIX se redefine en nuestros tiempos como la compañía de aprendizaje del mundo. Con sus contenidos, ahora digitales, y sus sistemas de evaluación en línea, quieren dar un salto más fuerte y usar la inteligencia artificial y el análisis de Big Data para crear así la piedra filosofal del aprendizaje: brindar de manera instantánea una educación personalizada a cientos de millones de personas. Sin embargo, el problema de estas compañías es que entienden a la educación como un conjunto de procesos que pueden ser optimizados gracias al análisis de millones de datos. Quizás haya algunas competencias que se puedan medir de una manera más automatizable, me imagino por ejemplo aprender algunas rutinas básicas de programación, pero en un mundo donde se requiere una destrucción creativa del modelo educativo, que haga posible que podamos adquirir y medir competencias complejas como el pensamiento crítico, creatividad, pensamiento sistémico, capacidad de autoaprendizaje, comunicación empática y persuasión, entre otros; lo primero que deberíamos hacer es discutir cómo se diseñan nuevas experiencias de aprendizaje que se adapten al contexto y al discente y que hagan posible el alcanzar estas competencias de manera eficiente, sin el uso de sofisticadas tecnologías, para luego optimizarlas y/o extender su campo de acción con el apoyo de las tecnologías exponenciales.
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The first Learning Futures Network newsletter for 2019 is now available.
Kim Flintoff's insight:
The first Learning Futures Network newsletter for 2019 is now available.
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From designing job roles, to organising work processes and practices, configuring offices and empowering employees, the opportunity and necessity for iterative change for the future of work is all but impossible to ignore. But what do organisation need to do now? What future-proof considerations do they need to put in place? In this whitepaper we explore: The technologies becoming the central drivers of change The impacts of digitalisation on the future of work The future-proof considerations that cannot be ignored
Kim Flintoff's insight:
From designing job roles, to organising work processes and practices, configuring offices and empowering employees, the opportunity and necessity for iterative change for the future of work is all but impossible to ignore. But what do organisation need to do now? What future-proof considerations do they need to put in place? In this whitepaper we explore: The technologies becoming the central drivers of change The impacts of digitalisation on the future of work The future-proof considerations that cannot be ignored
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Professor Mark Buntine, the Head of the School of Molecular and Life Sciences at Curtin University, and Geraldton Universities Centre Chair Steve Douglas. Students living in the Mid-West region will be able to access Curtin University courses from next year as the result of a new collaboration with the Geraldton Universities Centre (GUC).
Kim Flintoff's insight:
Students living in the Mid-West region will be able to access Curtin University courses from next year as the result of a new collaboration with the Geraldton Universities Centre (GUC). The arrangements, set out in a Service Level Agreement signed yesterday, will start with Curtin’s new Associate Degree in Agribusiness being offered in Geraldton, from 2019.
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Hello from sunny Sydney, where we just completed industry and investor roundtables with now nearly 200 executives, entrepreneurs and investors across Asia Pac after Melbourne and Beijing too. Next week San Francisco and New York, then Paris and London just in time for the holidays. Our Global Education Roundtables are invitation-only, but if you'd like to learn more please do so here.
Kim Flintoff's insight:
If that's not enough, Education in 2030 also comes in a free 60-page report that deep dives through the four drivers of the global expansion in education with over 100 charts, tables with sources and references for further research.
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In this series we explore Powerful Learning, a set of principles to guide educators designing learning experiences that engage the hearts and minds of learners and incorporate technology in ways that contribute to closing the Digital Learning Gap. In this second post, we explore how Powerful Learning is authentic and challenging, share research that grounds these two principles, and provide resources to support your own learning and teaching practices. - Students need an authentic purpose for learning - High expectations and active support enable productive struggle - Culture and learning are inextricably connected
Kim Flintoff's insight:
In this series we explore Powerful Learning, a set of principles to guide educators designing learning experiences that engage the hearts and minds of learners and incorporate technology in ways that contribute to closing the Digital Learning Gap. In this second post, we explore how Powerful Learning is authentic and challenging, share research that grounds these two principles, and provide resources to support your own learning and teaching practices. - Students need an authentic purpose for learning - High expectations and active support enable productive struggle - Culture and learning are inextricably connected
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The fact of the matter is this: when students are helped to become more confident and articulate about the process of learning itself, they do better, not worse, on the tests. Young people who have been helped to know how to think and persevere take these strengths with them into the examination hall, as well as onto the sports field or the concert stage. With a hundred small adjustments to the milieu of schools and classrooms, we can produce young people who are more confident, capable and enthusiastic about engaging intelligently with difficult things. When we articulate the virtues of uncertainty in clear and concrete terms, we find we can teach in a way that prepares young people both for a life of tests and the tests of life.
Kim Flintoff's insight:
"The fact of the matter is this: when students are helped to become more confident and articulate about the process of learning itself, they do better, not worse, on the tests. Young people who have been helped to know how to think and persevere take these strengths with them into the examination hall, as well as onto the sports field or the concert stage. With a hundred small adjustments to the milieu of schools and classrooms, we can produce young people who are more confident, capable and enthusiastic about engaging intelligently with difficult things. When we articulate the virtues of uncertainty in clear and concrete terms, we find we can teach in a way that prepares young people both for a life of tests and the tests of life."
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About the Learning Landscape
Kim Flintoff's insight:
About the Learning Landscape The 2019 Global Learning Landscape is an open source taxonomy for mapping innovation in learning and talent. Combining machine learning with a global community of experts, we analyzed over 50,000 organizations, 500,000 apps and considered the 3 million schools, colleges and universities around the world. Using the classical top-down / bottom-up design methodology, the 2019 Global Learning Landscape was built around 50 core clusters along a learning journey. From knowledge and curriculum to engagement, assessment, workforce and talent, the Global Learning Landscape is inspired by design thinking, following the learner from early childhood to lifelong learning.
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The “gig economy” is here to stay. And we all need to think about what this means for how we live and work.
Kim Flintoff's insight:
The “gig economy” is here to stay. And we all need to think about what this means for how we live and work.
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The unprecedented Baaka/Darling River fish kill which claimed more than one million fish earlier this month – including countless giant Murray Cod estimated to be decades old – was caused by mismanagement of the Menindee Lakes system, with drought playing only a minor part, according to one of the nation’s top research think-tanks. On JanuaryMore
Kim Flintoff's insight:
Water management is a huge global issue. EcoChallenge Australia lets players learn the key principles of IWRM (Integrated Water Resource Management) in an online game competition.
http://ecochallengeaustralia.com.au "The unprecedented Baaka/Darling River fish kill which claimed more than one million fish earlier this month – including countless giant Murray Cod estimated to be decades old – was caused by mismanagement of the Menindee Lakes system, with drought playing only a minor part, according to one of the nation’s top research think-tanks."
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The $5T global agriculture industry still relies on the observations of human scouts to determine crop conditions. Read how farming with drones and remote sensing is helping farmers make the digital transformation.
Kim Flintoff's insight:
For those schools considering drone projects in their STEM+ initiatives. They are a key part of future food security, agriculture and textile farming.
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Our Principles: 10 Building Blocks
Kim Flintoff's insight:
Our Principles: 10 Building Blocks In 1991, EL Education was born from a partnership between Harvard Graduate School of Education and Outward Bound, USA. We joined the character-infused philosophy of Outward Bound founder Kurt Hahn, which focuses on teamwork, courage, and compassion with an active approach to learning crafted by leading Harvard scholars and created 10 founding principles for the EL Education model.
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Not all educators are exemplary — the act of going into this profession and doing whatever (even if you’re putting forth huge amounts of effort) should not make one shielded from criticism under the guise of heroism. Essentially, a leader should not waver to banal statements to make everyone feel safe. In the same way a band shouts the current location in their concert, releasing a quote that celebrates all teachers, regardless of what they’re doing, is guaranteed to gain support of the crowd. But there’s many issues — a degree of uncertainty and risk is a central tenant in progressive education and some will achieve while others falter. However, a safety manifest in staying safe perpetuates traditional teaching which is not what’s best for children. Is it wrong to criticize an educator who actually isn’t doing their best?
Kim Flintoff's insight:
“Not all educators are exemplary — the act of going into this profession and doing whatever (even if you’re putting forth huge amounts of effort) should not make one shielded from criticism under the guise of heroism.”
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Reinventing education is a challenging but urgent task. We are witnessing an exponential growth of technology. Artificial intelligence, sensors, data-analytics, and blockchain (to name a few) are amplifying and accelerating each other. This will lead to new applications across all areas of the economy and society in 2019.
Kim Flintoff's insight:
"Reinventing education is a challenging but urgent task. We are witnessing an exponential growth of technology. Artificial intelligence, sensors, data-analytics, and blockchain (to name a few) are amplifying and accelerating each other. This will lead to new applications across all areas of the economy and society in 2019."
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“She can’t listen and follow directions.” That’s what my teachers always hated about me. For example, one of them screamed in my face for drawing a killer whale instead of a castle. “What’s wrong…
Kim Flintoff's insight:
The new world demands we teach ourselves. And that's something we need to impart to students.
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Education Futures is a globally-focused education research and development network with experience in collaborating with creatives, thought leaders, innovators, and learning organizations to create new opportunities for human potential development.
Kim Flintoff's insight:
Founded by Dr. John Moravec in 2009, Education Futures LLC is a globally-focused education research and development network with experience in collaborating with creatives, thought leaders, innovators, and learning organizations to create new opportunities for human potential development. We work with schools, universities, and nations to develop research, policies, and innovative solutions for problems that face education today – with an eye for the future. Our goal is to evolve our schools to create vibrant, visionary, hard-charging, front-running and value-creating impacts that everybody will be proud to variously support, work for, teach at, matriculate to, and collaborate with. This is something that must be build together with all stakeholders, and our work is centered on building a collective capacity to transform education. This is hard work, but we aim to have some fun as well. We are a network of subject matter experts, big dreamers, and change agents. We have a virtual presence, and a global footprint. We seek long-term value in the creation of meaningful education futures.
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It’s absolutely impossible for our students to learn without experiencing connections to the concepts we teach them. We can achieve this through providing both context and relevance. Without connection there is no interest, and interest always precedes meaningful and authentic learning. So it’s essential that we are making strong learning connections to help them develop the thinking habits they need to succeed.
Kim Flintoff's insight:
It’s absolutely impossible for our students to learn without experiencing connections to the concepts we teach them. We can achieve this through providing both context and relevance. Without connection there is no interest, and interest always precedes meaningful and authentic learning. So it’s essential that we are making strong learning connections to help them develop the thinking habits they need to succeed.
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