See on Scoop.it - Learning Futures
Above all else, we taught her to fear failure. That fear is what has destroyed her love of learning.
Above all else, we taught her to fear failure. That fear is what has destroyed her love of learning.
Today’s kids are becoming empowered, both by technology and by society, to do things that kids could never do in the past. These kids represent a huge untapped group available to make the world a better place. The subtitle of my book is “Unleashing the Power of 21st-century Kids.”
The “academic” education we have offered our kids in the recent past—and still offer today to all, with its core subjects of math, English, science, and social studies (“the MESS”)—which was once useful, is no longer right for these empowered kids nor for the world in which they are growing up and will live.
Our current “academic” education is wrong for the future not because we haven’t added enough technology, or because we haven’t added enough so-called 21st century skills, or because we don’t offer it to everyone equally, or even because we haven’t tried hard to incrementally improve it.
It’s wrong for the future because it has—and we have—the wrong ends, or goals, in mind. Up until now, education has been about improving individuals. What education should be about in the future is improving the world—and having individuals improve in the process.
Thanks to the successes of campaigns like the Hour of Code and this week’s Computer Science Education Week, educators, policymakers, and families around the country are realizing the value of coding and computer science in K-12 education. But how do “code,” “computer science,” and, “computational thinking,” fit together? What is motivating their introduction into schools, and how might they change education?
However talented, no one is a natural-born teacher. Honing the craft takes significant care and effort, not just by the individual, but also by the school at large. Though experience does matter, it matters only to the extent that a teacher – regardless of how long he or she has been in the classroom – commits to continued professional development to refresh his or her status as a transformational teacher. Along those lines, even after a decade in the classroom, I don’t claim to be beyond criticism – not in the least. Still, I wish to offer some advice on constantly striving toward perfection, however elusive that goal will always remain.
In 2015, 193 countries committed to achieving the 17 Sustainable Development Goals (SDGs) of the United Nations, a shared vision of humanity that provides the missing piece of the globalisation puzzle. The extent to which that vision becomes a reality will in no small way depend on what is happening in today’s classrooms. Indeed, it is educators who hold the key to ensuring that the SDGs become a real social contract with citizens.
Goal 4, which commits to quality education for all, is intentionally not limited to foundation knowledge and skills, such as literacy, mathematics and science, but emphasises learning to live together sustainably. This has inspired the OECD Programme for International Student Assessment (PISA), the global yardstick for success in education, to include global competence in its metrics for quality, equity and effectiveness in education. PISA will assess global competence for the first time ever in 2018.
PISA conceives of global competence as a multidimensional, lifelong learning goal. Globally competent individuals can examine local, global and intercultural issues, understand and appreciate different perspectives and world views, interact successfully and respectfully with others, and take responsible action toward sustainability and collective well-being.
It is worth looking at these four dimensions in some more detail.
Higher education provosts and chief academic officers (CAOs) have come of age, personally and professionally, with the technologies that are now ubiquitous on campus and in the consumer market. However, considerable survey data and numerous conversations suggest that many provosts and CAOs remain skeptical about the potential or claimed benefits of information technology as a resource for teaching, learning, and instruction. They are also concerned about the significant investments that institutions make to support information technology for those purposes.1
As higher education institutions deploy learning analytics platforms to better optimize student learning, the question of what data are collected and in which contexts arises. To fully understand the total student experience, data about student interactions with rec and wellness centers, student support services, and certainly academic advising centers are being collected and analyzed as they’re added to the traditional classroom attendance and engagement model.
Yet, when institutions look at potential factors that might impact academic success, libraries may be overlooked.
The Open University’s annual Innovating Pedagogy report is out, this time in collaboration with the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). It’s the sixth year we’ve done one (well done to Rebecca Ferguson and Mike Sharples on pushing this through). When we started the intention was to make it distinct from the NMC New Horizon reports by focusing on pedagogy. I think, to be honest, in those early ones there was probably a technology focus still, but as it’s progressed it has really moved away from this to more pedagogy, socially focused issues.
Research Showing a Negative Correlation Between Grades and Innovative Orientation
Increasingly, controlled research studies are also showing no correlation, or even an inverse correlation, between college GPA and innovative orientation or ability. One major study, which has recently come to the attention of the popular press [here and here], was conducted by Matthew Mayhew and his colleagues at NYU. These researchers surveyed thousands of college seniors, at five different institutions of higher education, with a battery of psychological tests and questionnaires. One of their major findings was an inverse relationship between students’ reported GPA and their orientation toward creative or innovative work. The higher the grade point average, the lower was the students’ interest in innovation.
Online students who use the innovative robots feel more engaged and connected to the instructor and students in the classroom, the first-ever study of a pioneering robot-learning course shows.
Learning — to some it is the sound of chalk on blackboards, the search through stacks of scribbled notes, and backpacks full of heavy textbooks. For others with a less traditional lens, learning is the summoning of professors with a click of a mouse, assignments no longer living on paper, but in a cloud, and the ‘classroom’ being everywhere. Education has changed considerably in recent years and we don’t expect it to slow down anytime soon.
Because of the advancement of technology, institutions are able to reach more students than ever with the help of quality and accessible online courses. ‘eLearning’, ‘distance education’, ‘blended learning’, ‘online campuses,’ and other related programs have grown more prominent in higher education institutions. According to NCES data, there were 5.5 million students enrolled in distance education courses at degree-granting postsecondary institutions in fall of 2013.
There are many technologies flooding the market that help foster innovative teaching and learning. These tools, such as learning management systems, lecture capture systems, simulation creators, authoring, and video and audio tools, have flooded into the classrooms and lecture halls of higher education. However, the inference that these innovative tools aid learning should not be immediately assumed. With faculties’ full work load, learning and implementing new and often complex tools to improve their online pedagogy isn’t a priority. In fact, as the needs and tools of institutions have evolved, instructional designers have positioned themselves as pivotal players in the design and delivery of learning
experiences. Instructional designers exist to bridge the gap between faculty instruction and student online learning. But who, exactly, are instructional designers? What do they do? Where do they fit in higher education?
The 200 indicators of the STI Scoreboard show how the digital transformation affects science, innovation, the economy and the way people work and live. It aims to help governments design more effective policies in our fast-changing digital era.
After this all-too-brief coronation, I then had to break the disappointing news that I was not royalty, but merely a professor from a university. Now they had the knowledge. But much more interesting and engaging for them had been that magical moment before they had the knowledge – the wonderful moment of ignorance.
We should cherish this kind of ignorance. It’s not the ignorance that refutes knowledge and expertise. It’s not prejudice or stupidity. It is simply the absence of knowing that invites and anticipates the knowledge that is to come. One of life’s most blissful states is the space, moment or portal that separates ignorance from knowledge, that distinguishes not knowing from knowing, curiosity from certainty.
Elizabeth LaPensée created Thunderbird Strike to protest pipeline construction on Indigenous land.
Microsoft Power BI is empowering all types of people to tell stories with data. We’ve seen journalists using Power BI to understand and illustrate the news, customers using Power BI to interact with their fans, and business analysts justifying a budget ask from their managers. Modern storytelling requires the effective use of data.
Recently, we showcased Power BI’s storytelling prowess at the Future of StoryTelling Summit (FoST) in New York City. FoST is ‘an exclusive event, gathering a stimulating mix of thinkers and practitioners from diverse fields who are shaping the art, science, and business of storytelling in the 21st century.’ We are always excited to interact with our customers and learn from the ways they are using the tool to achieve more. At this event we had the opportunity to introduce a variety of creative storytellers to the potential of using data to tell their stories with Power BI.
Here’s a piece from Gartner that makes some good points about data storytelling. https://www.gartner.com/smarterwithgartner/use-data-and-analytics-to-tell-a-story/
James Richardson, is research director at Gartner. By some of his comments, my guess is that he is most likely not a trained business storyteller, but someone who has acquired skills in storytelling over the years. So some of his points need a bit more clarification.
First, data visualization is not data storytelling. On that we agree. Data visualization however, whether simple or complex, helps us make sense of data, but rarely generates insights that stimulate action.
“We were in special measures. We had low staff morale, parents not happy with the school, results were poor and nobody wanted to come here, we had budget issues. It’s a downward spiral when you’re there.” This is what Feversham headteacher, Naveed Idrees, told The Guardian. He continued: “We could have gone down the route where …
The trouble is that we have left the Industrial Era for the Imagination Age, but our mass education system remains fully entrenched in factory-style schooling. By many accounts, mass schooling has become even more restrictive than it was a century ago, consuming more of childhood and adolescence than at any time in our history. The first compulsory schooling statute, passed in Massachusetts in 1852, required eight to 14-year-olds to attend school a mere 12 weeks a year, six of which were to be consecutive. This seems almost laughable compared to the childhood behemoth that mass schooling has now become.
Enclosing children in increasingly restrictive schooling environments for most of their formative years, and drilling them with a standardized, test-driven curriculum is woefully inadequate for the Imagination Age. In her book, Now You See It, Cathy Davidson says that 65 percent of children now entering elementary school will work at jobs in the future that have not yet been invented. She writes: “In this time of massive change, we’re giving our kids the tests and lesson plans designed for their great-great-grandparents.”
Blocks is a new app that lets you create 3D objects in VR in a more intuitive, fast and fun way - and it’s available today for the HTC Vive and Oculus Rift.