Opportunities or Creating te Future o Learning
2020 Forecast: Creating the Future of Learning
is organized around sixdrivers o change, which are major orces o transormation that will shape oureorts to remake learning. These drivers o change, along with related trends andsignals, appear on the inside o this orecast. You might nd it helpul to take alook inside beore 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 lie-arming 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 powerul 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 Scool Communities
As the uture unolds, schools will emerge as critical sites or promotinghealth, environmental vitality, academic growth, student wellbeing, andconnections across their communities. In the best case, they will becomeocal 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 platorms 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, “amplied”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 amplication outside and at the edges o the ormal system—in such places as home school networks, independentschools, ater-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 modernlie, 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 oer new orms o value in the global learning ecosystem. Educationinstitutions will no longer be exclusive agents o coordination, service provision,quality assurance, perormance assessment, or support. In act, other playersmight be more equipped to provide these unctions in the distributed ecosystem.