Those who understand learning and work with young people know that in an uncertain world of rapid change we urgently need to be helping learners to take risks, to work in teams, to develop a greater understanding of the way systems and societies work, and to become more creative. Fundamentally, these things have been washed out of the system in favour of a ‘learn fact, repeat fact’ model.
To get the best out of this technology in the future, educators need to turn the current systems upside down.
In previous technology developments in education – such as multimedia, whiteboards or the internet – initially, most worried that they would upset the world they were used to and feared for their jobs. Only a few imagined how these technologies could change the world and make things better. In reality, new technologies are typically highjacked to inappropriately maintain the status quo and end up powering the exam sausage factory.
Moving forward into 2017, it is not the tech itself that needs to change. In most aspects of our lives, technology has made significant changes (for good and bad), but in education, particularly schools, there is still stubborn resistance.
To maximise the use of technology in the future, educators need to embrace these technologies that can change the world and make things better. Moving forward into 2017, it is not the technology itself that needs to change, but rather people's attitudes, particularly in education where there is still often stubborn resistance.
Perhaps I am being naive but if 21st Century Teachers are to be teaching 21st Century Students with 21st Century technology in a 21st Century Society isn't it time for a 21st Century Education System? It seems that exams and assignments necessary to allocate a student a grade that is then provided to parents/caregivers is still what drives the education system. Schools/Teachers plan their units based on the assessment items and teach students according to 'what is on the exam'. Is quantifying a child's knowledge for statistics as important as generating higher order thinking, creativity, cultural and ethical awareness and active citizenship? Surely there is another way of reporting on a student's progression during their education? And this isn't the School/Teachers fault - society has become so set on students being labelled as an 'A' student or B, C, D etc that this is what is expected.
There is a high amount of anxiety in children from a very young age and I have seen students become quite confused and anxious when there is no 'correct answer' to a question. Does this stem from crushing the imagination and being told that there is a certain way things must be done? Why not nurture the creativity in children and we may have them building robots and inventing devices that can change the world by the time they are 10 years old.
If teachers are to implement the technology to its full advantage then measuring a students' success, knowledge and how to apply this knowledge needs to change in line with the technology. In such a dramatically changing world, 'assessing' a student hasn't changed for decades - they are still assessed by how much they can cram for an exam and then that information is often forgotten and not used again or when it is required it is re-learnt. Lets get students creating and using their knowledge more and not be so subject specific - in the real world we use and apply a set of skills not just a subject. So why not start giving students 1-2 projects that encompass a holistic view of the subjects we teach (science, maths, english, humanities, social sciences, art, information technology) and have students use technology to implement the four C's - critical thinking and problem solving, communicating, collaboration, creativity and innovation. While we're at it why not report on the four C's and nothing else.
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With growing pressure to reduce emissions, costs and waste, now is the time for universities to reimagine their role in the resource life cycle, says Darren Wilkinson
A Definition of the ancient Greek term Eudaimonia, sometimes translated as happiness, flourishing, or the good life, as well as views from the Stoics, Epicureans, Cyrenaics and Aristotle on what the good life meant.
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Information for this video gathered from The Stanford Encyclopedia of Philosophy, The Internet Encyclopedia of Philosophy, The Cambridge Dictionary of Philosophy, The Oxford Dictionary of Philosophy and more!
Artificial intelligence has accelerated the Wright’s Law principle. It is rewriting it, which assumes that experience follows production: You make mistakes, learn from them and improve. AI makes it possible for experience to come before production. Simulation can happen millions of times before a single box is shipped. Experience scales almost instantly at no real cost. The learning curve doesn’t only steepen. It collapses.
La Ley de Wright que postula la Curva de Aprendizaje, está colapsando por la proliferación de la IA. Esto significa que el conocimiento que alguna vez tomó décadas de prueba y error humano, ya está surgiendo en semanas, días e incluso horas. El resultado es aún más poderoso cuando la IA se combina con robótica, sensores, inteligencia geoespacial y computación en la nube. Cuando el conocimiento de la IA se infunde con la experiencia de profesionales experimentados, los ciclos de innovación colapsan aún más. El conocimiento se materializará instantáneamente. La innovación y la disrupción llegarán en ondas de choque, no en ciclos. El desafío no será construir las herramientas, sino sobrevivir al ritmo de sus consecuencias.
"For Instructional Design in 2026, data analytics has become an indispensable tool for creating impactful learning experiences, and the field is experiencing explosive growth."
"The most powerful way to use AI is to treat it as a partner that widens the field of ideas while leaving the final call to us. AI can collect data in seconds, sketch multiple paths forward, and expose us to perspectives we might never consider on our own."
"When ChatGPT-3.5 was released in November of 2022, it was immediately clear that education would change forever. It sparked dramatic headlines speculating the effect of the program on higher education, such as “The College Essay Is Dead” from The Atlantic, and opened a world of untapped possibilities for cheating, plagiarism and rampant misinformation that educators were left to restrain. It’s been a few years since the initial launch of ChatGPT, and the advances in subsequent versions show that ChatGPT’s developers have not lost any ambition."
"Given that AI will only become more prevalent in our lives, universities should be taking more formal steps to make sure graduating students are literate in the practical uses of AI and leave college with a well-rounded understanding of the ethical issues surrounding it."
"Cyber attacks are hitting K–12 schools with alarming regularity. From mid-2023 through 2024, more than four out of five reporting districts faced some kind of breach, such as ransomware, stolen data, or network lockouts. And still, one part of the network gets little attention: the printers."
Innovating Your L&D Strategy By Fostering Agility Imagine a company where Learning and Development (L&D) design is swift, training materials are always up to date, and outdated content and formats are addressed before they negatively affect learning outcomes. This is not a science fiction scenario,
"Without a coherent approach that connects neuroscience with EdTech and AI, we risk designing systems that optimize for short-term technological efficiency and long-term human problems."
"For Instructional Design in 2026, data analytics has become an indispensable tool for creating impactful learning experiences, and the field is experiencing explosive growth."
Kiana sat at her desk, multiple browser tabs open — one for scholarships, one for mental health, one forass registration and not a single one that remembered her.
Later, outside the advising office, she scrolled through her phone, hunting for the exact words she'd used in her last intake form because she knew she’d have to say it all again.
She was told AI could help. But when she tried it, she hesitated. Could she upload a transcript? Would her questions be saved? Could someone else see them? She wanted AI to work for her, but she didn’t know if it was safe to trust it.
Trust, it turns out, was earned not just when AI gave a helpful answer, but when the university treated her data as a bridge to her goals. The real measure was whether the system respected her boundaries, protected her privacy and upheld her right to learn without fear.
And in that moment, the future of TechEd came into focus: the platforms we build will only serve students if they are designed to be worthy of their trust.
"The rapid growth of generative artificial intelligence (GenAI) is creating a new digital divide in K–12 education, an AI skills gap that threatens to leave some students behind."
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