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PP_2020 Forecast_Creating the Future of Learning_10pgs

PP_2020 Forecast_Creating the Future of Learning_10pgs

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Published by Giancarlo Colombo

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Published by: Giancarlo Colombo on May 28, 2010
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05/28/2010

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2020 Forecast:
Creatingte Futureo Learning
 
2020 Forecast:
Creating te Futureo Learning
A Radically Dierent World
This
2020 Forecast: Creating the Future of Learning 
 
reveals how many o our undamental relationships—with ourselves; within our organizations; and withsystems, societies, and economies—are being re-imagined and re-created in ways that will disruptthe status quo and challenge our usual assumptions.The ollowing pages will help you explore how thesedierent dimensions o our world are changingand how we all can shape the uture o learning.
To engage urter in creating te uture o learning,visit www.utureoed.org.
Over the next decade, the mostvibrant innovations in education arelikely to take place outside traditionalinstitutions. These institutions acea critical dilemma: how to reconcilebottom-up developments in educationwith the traditional top-down hierarchythat is currently in place.This 2020 Forecast illuminates howwe are shiting toward a culture o creation in which each o us has theopportunity—and the responsibility—to make our collective uture. We areseeing “educitizens” dene theirrights as learners and re-create thecivic sphere. Networked artisans andad hoc actories are democratizingmanuacturing and catalyzing newlocal economies. These creatorsare highlighting the signicanceo cooperation and cross-culturalintelligence or citizenship andeconomic leadership.Furthermore, advances in neuroscienceare creating new notions o perormance and cognition and arereshaping discussions o social justicein learning. Communities are beginning
A Dilemma for Education
to re-create themselves as resilientsystems that respond to challenges byreplenishing their vital resources andcreating fexible, open, and adaptiveinrastructures.Together, these orces are pushingus to create the uture o learning asan ecosystem, in which we have yetto determine the role o educationalinstitutions as we know them today.
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Opportunities or Creating te Future o Learning
This
2020 Forecast: Creating the Future of Learning 
is organized around sixdrivers o change, which are major orces o transormation that will shape oureorts to remake learning. These drivers o change, along with related trends andsignals, appear on the inside o this orecast. You might nd it helpul to take alook inside beore considering these overall implications or the uture o learning.Looking across the drivers o change, the 2020 Forecast highlights the need or“schools” and centers o learning to be lie-arming organizations—or learners,their amilies, educators, and the broader community. It also emphasizes theneed or learning to be an ongoing process whereby we all become engagedcitizens o a global society. Third, and perhaps most importantly, this orecastilluminates the vital need or everyone concerned about learning—not onlyeducation “insiders,” but also the powerul innovators on the periphery—toget involved in actively creating the uture o learning. Our ability to meetthe social, economic, health, and climate challenges o the next severaldecades depends on our heeding these messages rom the uture.
Resilient Scool Communities
As the uture unolds, schools will emerge as critical sites or promotinghealth, environmental vitality, academic growth, student wellbeing, andconnections across their communities. In the best case, they will becomeocal points or interventions ocused not only on educating resilientstudents, but also on promoting resilience in their communities. Schoolswill become dynamic, community-wide systems and networks thathave the capacity to replenish themselves in the context o change.Creating resilient school communities will require educators, amilies, andother citizens to develop new capacities. We will need to deepen both ournetworking power and our ability to use interactive media to orm groups andcatalyze action. In so doing, we will need to encourage “distributed innovation”that extends beyond the boundaries o any one organization or community,and will need to create platorms or collaborating and applying the “collectiveintelligence” o many individuals to orm our resilience strategies. Finally,educators, amilies, and other citizens will need to be transparent about theimpacts o social, economic, and biological stresses on our communities.
Amplifed Educators and Learners
By embracing technologies o cooperation, prototyping new models o learning,and cultivating open and collaborative approaches to leadership, “amplied”educators and learners will become the organizational “superheroes” o schools and districts. Their approaches will challenge institutional hierarchiesand policies but will also provide the exemplars o, and provocations or,innovation. Watch or signs o amplication outside and at the edges o the ormal system—in such places as home school networks, independentschools, ater-school programs, and community-based learning programs.
A Global Learning Economy
Geographic and digital migrations will acilitate the global movement o amilies,identity, values, educational resources, social capital, and innovations, therebycontributing to an increasingly global learning economy. As such migrationsbecome routine eatures o modernlie, they will drive diverse new demands or rights to, and resources or,learning. The creation and exchange o learning resources, environments, andexperiences will orm a global learning ecosystem, with amilies developingpersonal learning ecologies that span national boundaries. The globalizationo open learning systems characterized by cooperative resource creation,evaluation, and sharing will change how educational institutions view their rolesand will oer new orms o value in the global learning ecosystem. Educationinstitutions will no longer be exclusive agents o coordination, service provision,quality assurance, perormance assessment, or support. In act, other playersmight be more equipped to provide these unctions in the distributed ecosystem.
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