From «Global Education Futures» to «Protopia Labs»: developing global educational ecosystem

VISION GLOBAL EDUCATION FUTURES

Global Education Future: project essence

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2008-2010

Grass-root vision building with Russian educational innovators

2011-2014

National foresights (Ca. 10 000 participants) Supported by key stakeholders (Agency of Strategic Initiatives, Skolkovo, Ministry of Education et al.)

2014-2016

Education 2035 vision: more than 500 experts from 50 countries in sessions in Moscow, Kazan, Silicon Valley, Berlin, Sao Paulo, Johannesburg, Buenos Aires, New Delhi and others

How to make vision work?

How to take into account the global agenda & global challenges?

Global Education Futures - is a view from the frontier + collective future image building with the participation of real leaders of global education (= intellectual leadership + projects of international scale) The client for this project are we ourselves

How to realize the global vision?

Some of more than 500 leaders that committed their time to our sessions…

Valerie Hannon, Director, Innovation Unit Leading UK agency for social & educational innovation. Coordinator of GELP, largest ed leadership training program involving 12 countries

Dirk Van Damme, Director, CERI OECD OECD division responsible for research & support of educational innovations in OECD. Coordinators of PISA exam and OECD education foresights

Alexander Laszlo, Chairman, ISSS Board of Trustees Leading professional community of system thinkers that address global social, technological & environmental challenges

Claudio Naranjo, Founder, SAT Institute World famous Gestalt psychologist and founder of psychedelic psychotherapy, originator of holistic education system

Ji Oh Song, Executive Vice-President, Samsung Electronics Samsung Electronics strategic development and Samsung Skills Institute coordination

Dilip Chenoy, Managing Director, NSDC Indian state corporation responsible for skill training of 150+ Mil Indians for 20 growing industries up till 2025

Simon Bartley, President, World Skills International Leading global organization promoting skills development & blue collar jobs through competitions, standardization & dialogue with business

Kelvin Liu, CEO, XuetangX Chinese leading online platform for university level learning

What should be the focus in understanding the future of education?

Early industrialized Industrialized Late-/post-industrialized

Less developed nations, ca. 40% of the world’s population (Africa, Latin America, Central Asia)

Emerging nations, ca. 45% of the world’s population (China, India, the Arab World, SEA)

Developed nations, ca. 15% of the world’s population (OECD countries)

Global education reports often focus on ‘equalization of opportunities’ or ‘helping the laggards’

GEF focus: the cutting edge of educational practices and the new global architecture of education

This group is characterized by: • technological

frontier (incl. ICT) • ‘first world’

problems • “encumbrances”

(developed social institutions as liabilities or burden)

Flow of innovations

Reverse flow exists, but it is much weaker

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Discussing the future education as a searching a path to Protopia

Present

«Realistically-optimistic scenario», based on creating a realistic image of the future and solutions that change the current situation and which can be realized now or in the nearest future

Protopia

Utopia

Dystopia (anti-utopia)

Idealistic (and at times overly optimistic) future scenario: solutions that knowingly cannot be implemented. Even though this scenario can inspire, the inability to realize it brings frustration.

«Prolonged present»: scenario that is devoid of imagination and based on preserving and insignificant improvements of existing ways of life and action

Myopia

Reactive (and often fatal) scenario of future based on the description of possible hazardous and undesirable events that should be avoided or bypassed. This scenario doesn't include concepts on which elements of the future are plausible

How should we think about future education?

What will the world be like in 20 years?

What skills should we have to live in it?

What should we teach adults and children so that they would be able to do it?

How should it be taught to them?

Global trends forming the new world

Automation of manufacturing and

intellectual work

«Digital Athens»: people migrate to spheres of art and human-centered

services, while robots do routine work

Digitalization and ICT penetration

«Net centric society»: protocols of net interaction spread in business, social

and personal lives

«Greening» of production and cities

«Thrivability Civilization» based on “greening” + ecosystems thinking and

action

Accelerating change and growth of

complexity

Lifelong education Venture economy (everyone becomes an entrepreneur)

Change in value system: from money and status

to trust, love and authenticity

Change of management systems:

from hierarchies based on autocracy and

oligarchy (“tyranny of minority”) to

decentralized models of management based on

deep democracy principles

• Concentration and attention management • Empathy and emotional intelligence • Flexibility and adaptability • The ability to unlearn / relearn throughout life

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Key meta-competencies

«Literacies» of 21st century

Key skills for worker / citizen

• Cooperation/ collaboration • Creativity • Thinking: critical, systemic, entrepreneurial, co-creating • IT-skills: everything is programmable, everyone programs! • Working in interdisciplinary environments • Entrepreneurial competence: willingness to risk and take

responsibility (living in uncertainty)

• Ability to maintain physical / psychological / social health (basis for preventive medicine)

• Media literacy and information hygiene • Worldview of a responsible inhabitant of a global world:

knowledge about the world and principles of society’s operating, caring about the environment, economic literacy, etc.

Future competencies: key types of literacy, basic skills and meta-competencies of the 21st century

‘New’ education rises within and outside traditional education system in response to growing demand from transforming societies

Education spills out of traditional institutions and leads to the rise of ‘new’ (network-based)

education

Increasing complexity of socio-technical systems

(incl. VUCA* environments) redefines demand for new skills &

knowledge

Low flexibility of existing institutions Lack of epistemology required to cope with 21st century challenges

Technological enablers: • Mobility & connectivity • Automation (Big Data /

AI / etc.)

Source: GEF analysis 10 * VUCA = volatility, uncertainty, complexity, and ambiguity

Rise of global educational providers: • (primarily) Global online

learning platforms • Global social movements • Global technological

corporations • Leading world

universities

Emergence of Global Educational Ecosystem

Continuous globalization: • Recognition of global risks:

existential, environmental, economical & political

• Globalization of economic, political & cultural life

• Emerging systems of supra-national governance

• Growing share of global content in media & daily life

Rise of global educational ecosystem

Gradually declining role of

national educational governance

Source: GEF analysis (based on GEF Advisory Board meeting, October 2014) 11

Key shift – transition to life-long learning

Lifetime, years

Intensity

0… 25 50 75 100+

Education 2015

Education 2035

Key changes: • Impossible to prepare for life in growing

uncertainty • (Therefore) education should happen not in

the beginning of life but during its whole duration and it should include all spheres of life

• Education – is not solely professional training and must include all the spheres of life

• Education taking into account the growing life expectancy ("the third age“)

• If education lasts a lifetime, only the students can determine the direction of their growth, so it is critical to “learn to learn”

• The quality of learning process and related experiences (joy, love, trust, acceptance) need to be once more placed into the heart of education

Source: Global Education Futures session results

Self-Guided Learners: natural lifelong learning everywhere all the time

Global learning platforms: best of the available knowledge & skills, global content

(‘billion student universities’)

Local learning ecosystems: existing (schools / colleges / universities) + new formats for

learning during the whole life

Ed tech tools that help create

personalized trajectories in

learning, career, well-being etc.

Communities of practice that provide

peer support / guidance

Skills of the future in curriculum

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GLOBALLY ORIENTED

PERSONALIZATION & TECHNOLOGY

COLLABORATION FACE TO FACE

ACCOUNTING FOR LOCAL CONTEXT

On the verge of great change: long-life human-centered education

Source: Global Education Futures session results

Age of global online learning platforms

• They will be big: EdX ambition is 1 BN students by 2020. Some of them will be built by existing players (Facebook & LinkedIn among likely candidates)

• New environments / interfaces: • Mobile 24/7 (now) • This is not YouTube! (age of AR &

AI-assisted scenario building in 10 years) • Integration with online gaming (WoW),

urban behavior etc.

• Digital pedagogy: • Enabling personalized learning for everyone • Wearables to fine-tune for the state of body&mind

• Adaptable: building your own set of competencies for life

• Global problem-solvers: platforms for activism

Education becoming key process in city life

• Lifelong learning happens in different urban spaces (not only in schools & universities): civic centers, fitness clubs, parks, city tours, …

• Communities (united by territory, profession, hobby, style of life, …) become venues of learning around shared interests & real-life problems (e.g. food, from growing to cooking & sharing, or environmental protection)

• Instant formats that use public spaces: ‘Starbucks Agoras’, spontaneous public art to connect people, …

• Families connection, family re-integration, community health, peacemaking / mediation

• City navigators that connect people to learning opportunities

• Augmented reality will be able to convert any space into learning space

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Design of learning environments & skills of teachers

Learning environments & pedagogy principles

Required skills of teachers

• Transition from competitive to collaborative learning processes

• Focus on self-development & self-guidance, collaborative design of learning process & content to be explored

• Personalized learning trajectory that combines • Learning in virtual environments

(online courses, virtual reality lectures, social & AR simulators etc.)

• Practice-based learning in real-life settings

• Peer-based learning (face-to-face & online) with mentors & community

• Learning built around real-life problems & challenges rather than subjects

• Environment for physical exercises & interaction, emotional / artistic interaction etc.

• Flexibility, openness, readiness to receive (and create) new

• Blended pedagogy • Collaborative & connected pedagogy, including

peer-type instruction (collaborative exploration rather than ‘schooling’)

• Gamification of learning: • game-design • game-based teaching • in-game acting (teacher as NPC)

• Mentorship & coaching (based on learner’s own goals)

• Entrepreneurship • Research-driven pedagogy • Project-based pedagogy • ‘Holistic’ teaching that recognizes various

needs of learner’s mind & body • ‘Skills archive’: practice of storying

disappearing skills and retrieving them when necessary

Future Education

Map 2035

«Future Education:

Global Agenda»

Report

GEF Infographics

GEF Vision – we call to investigate and join action!

Interactive map: map.edu2035.org GEF materials: www.edu2035.org

«Voice of Youth»: include the users into educational system development

«When it comes to the design of social and societal systems of all kinds, it is the users, the people in the system who are the experts. Nobody has the right to design social systems for someone else. It is unethical to do so.» Bela Banathy- «Designing Social Systems in a Changing World»

One of directions of work in Global Education Futures became the involvement of children from 9 to 16 into redesigning and active change of education system in the interest of the learners. Pilot sessions of the “Voice of Youth” project were held Russia, Argentina and USA (California). In 2016-17 the project will continue with session to be held in 20 countries.

«Voice of Youth»: they want more than we offer

Position regarding schools

• School are needed, but they should be firstly a «meeting place» - for collective learning through action with peers and adult experts

• Education should be fun (interactive and gamified) and useful (practice-oriented)

• Marks are needed, but firstly as a mean of feedback. «Error culture»: to err is normal, we learn through this

• Technologies are interesting, but they should not replace teachers and learning partners, they are an additional tool

• Main problem of education – teachers’ pessimism, their lack of faith in the future and transmitting the feeling of helplessness to children!

• School should teach us how to live, not how to pass exams!

"Another world": the main queries

• Readiness to become participants and leaders of change • Common global world without wars, understanding other cultures,

peacemaking • “Greening”: learning to feel the nature, restoring contact with it,

stopping its destruction • Ceasing harsh treatment of animals, "lessons of kindness“ • Technology frees people to communicate and create, return parents

home (request for family reintegration) • Main concern: "adults will not let us do anything"

PROTOPIA LABS MOVEMENT AND THE FIRST FUTURISER PROJECT-CAMP

Meeting that launched the movement: Moscow, Prague, Boulder (spring-summer 2016)

Attended the meetings Could not attend, but stated interest in partnership

+ several Russian and European private / NGO initiatives

Main principles of Protopia Labs Movement

• Practice future now. Be a player, not spectator. Contribute to the change & transformation starting from yourself and your project. • Create a path towards “Thrivability Society” or “Society

based on Collective Wisdom” (Protopia) Society 2.0. - paradigm shift, “post-barrier” state of a global civilization. Collective “future thinking” forming Protopia. Protopia Labs as agents performing this shift. Education focused on holistic human development – as a person, member of society, a participant of a new global civilization. • Curate emergence of the global educational ecosystem. Eco-system of communities: Global, Thriving, Grass-root. Partnership of living / sustainable systems opening many opportunities for joint collective action. Creating “net of networks”, combining various types of educational experiments and social accelerators

Community of Protopia Labs

Ecosystem Gardener (EG) Identifies capable “transformation leaders” and clears obstacles in their way

Teams leading systemic innovation in their region / territory

Team of teams

Scaling up of promising projects through • Franchise • Viral • Social movement • …

We are becoming a community of Labs that (1) experiment with practices of new education, (2) create their vision of future education and progress towards its implementation, (3) grow their network through new “transformational leaders” that can create elements of new education, and (4) help scale up promising projects. The Community serves as a vehicle for exchange of best practices and a convention to maintain the coherence of visions.

Coordinated movement, individual routes

• Labs – as ships in open sea, each chooses its own route and means of transport, their way of “staying afloat”

• «Ships» progress through a common map to a common goal

• Some «ships» move in bundles, developing joint international projects

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65 participants 10 countries 7 days 8 projects

What is Futuriser? Key elements of design

General frame: within the Futuriser we here and now create a prototype («live model») of education and life in general in the future

Laboratory with a given research topic, working hypotheses

and experiments

Incubator for starting up projects

of international cooperation in

education

Educational format built on practical mastering of new

practices in an interactive form

Space for synchronizing

rhythms of external and inner lives of participants

Futuriser-1 in Cyprus: what was successful

Futuriser as a holistic format

Futuriser “construction”

• The fact that Futuriser (as a new form of meeting and collaboration) was held – means there is readiness to replicate the format

• The theme of Futuriser-1: project design, prototyping, interaction • Аn international and multicultural format (with very different cultures of

communication and work) was formed • Spread of "Futuriser", "Protopia“ etc. memes (as a sign of reception of the new

approach and its discernment in the general field)

Results for Protopia Labs

movement

• Informal relationships / friendships were formed, family members were involved in the Futuriser space

• There was a "synthesis of the common cause" - interaction between projects, creation of a "common field" of activities

• Emergence of the collective subject during Futuriser • “Sowing" projects outside Futuriser, several international cooperation

projects were launched

• Connecting educational formats and project work (incubation) • Prototyping educational products directly during Futuriser Camp • Different ways of prototyping (games, work in the city, workshop program) • Inclusion of all aspects of life (play, communication, recreation, going out to

nature) as elements of the prototype • Dialogue of generations and intergenerational formats – inclusion of youth

and children • Finding the “common rhythm" of Futuriser (towards the end of the camp)

Main Protopia Labs project directions after Futuriser 1

Experiments on transformation of education

New educational programs

• Futurising University: creating "laboratories of university transformation", pilots in Russia, Holland, Cyprus, USA, Argentina

• Futurising City: model of urban transformation via creating hubs of urban education, pilots in the Netherlands, Latvia, Russia

• Educational ecosystems integration platform: pilots in Russia (on the basis of "Metaversity") and EU

• Course on methodologies of thinking: online / offline training course on different ways of thinking for leaders-practitioners

• Course on interactive teaching methods: online / offline training course for teachers on different types of interactive education

• "Education for Thrivability“: training program for business and political leaders, that restores their connection with themselves, with local communities and with nature

Research projects in the interest of the

community

• InfoSpace: creating a global "live" online map of "new education leaders", with the descriptions of their teams, methodologies, current projects

• Voice of Youth: discussing the models of future education with children aged 9-16 years in 20 countries of the world (a network of “Protopia Labs" + partners)

Organization of the program

• Main components of the program are determined by the logic of project work (phases from ideation to work plan setting), the content of educational programs should be synchronized with it

• Declaring laboratory topics in advance, educational program formats selected from preliminary applications with regard to the camp theme

• "Empty spaces" in sufficient quantity within the program (opportunity to build up the program according to proposals of participants and needs of the teams)

• "Lighting the fire" – hosts and project team leaders gather in advance for attunement and discussion

Additional components of

the program

• Different tools for cross-cultural dialogue and attunement are desirable • There needs to be sufficient time for networking, connecting, socialization

and friendship • Futuriser process needs to include experiences of ‘Thrivability' (positive

emotions in the camp, connecting with self, others, the group, nature, past and future generations)

• Including work with personal educational trajectories as elements of Futuriser – choosing personal goals in the beginning, expressing personal position (subjectivity) in the process

• Wider use of instruments for collective subject emergence

Insights on design and organization of next Futuriser camps: program

Insights on design and organization of next Futuriser camps: project work and camp management

Working with projects

• Choice of topics – preparing in advance with leaders and groups • Having time and space for field research and prototyping (selecting

different forms of prototyping prior to the camp) • Use ‘packaging’ formats to create artifacts during Futuriser that can be

further distributed outside Futuriser

Managing Futuriser

• Management system (in preparation and execution) should be transparent and clear for participants and organizers

• There needs to be a separate group that manages only the organization • There should be means for (a) managing participant expectations before and

during the camp, (b) immediate feedback from participants to make changes in the program

• More reflective contours inside (for hosts – on the Futuriser process, for groups on project work etc., for participants - personal time and comprehension)

Requirements for the venue

• Separate common hall with a flat floor (!) for gatherings of all participants • Having rooms for project teams meetings (so that the rooms do not host

educational formats), with the opportunity to hang materials on the walls • Opportunity to go out into the nature (and desirably - into the city)

Futuriser-1: Our hypotheses for development of following camps

• Themes and structure of Futuriser project work can and should be programmed in advance, having a productive balance between a fixed program and self-organization

• Futuriser can actively interact with the community in the space of its conduct and bring its ‘fruits’ to this community. In order for this to happen the local team should prepare “processes of connection“ with the local ecosystem.

• The attitude of some participants “to give, but not take” could be not a very beneficial one – if one does not take, then one devaluates the content of others. Therefore it is important to provide attunement before the camp (everyone who goes to the Futuriser should “find and take” something from the camp)

• Managing participants’ mindsets (before and during the camp) raises the connectivity and synchronization of participants , helps to regulate resource states

• We need to purposefully manage project teams energy, ensuring their recovery and recharging (there is a need for a "master of group resource states" that monitors groups and Futuriser in general, makes suggestions for changes in dynamics)

• Different queries on activities inside Futuriser can be linked with various personal queries (focus on the external or internal world) in current stage of a persons life. We need to diagnose and account for those queries in the program (possibly: separating cohorts with subsequent joining)

• In the logic of prototyping future education – we should organize spaces for children-adult work taking into account the different ages and needs of children, ensuring children and adults synchronize harmoniously in rhythms and activities

Upcoming events

9-12 November 2016 New Delhi, India FICCI conference on the future of higher education Seminar and game on future of education (based on the vision of the GEF / Protopia Labs)

6-7 November 2016 Beijing, China Global Change Alliance Workshop "Meeting of leaders creating ecosystem", on the model of the Whole Child for the Whole World ("the holistic child for the holistic world") – Alliance uses GEF vision and involves Protopia Labs participants

8-14 December 2016 Riga, Latvia Futuriser 2: "Young leaders who are changing the city" (local organizers - Young Folks)

FICCI (India)

GCA (China)

Futuriser 2 (Latvia)

What more?

• Discussions about the future of education • "City lectures," dialogues on the future of the city, "skill

fairs" and other urban formats • “Youth of Voice” formats • "Teachers ' clubs"

Starter Kit – a pack for beginners

Futuriser -3, 4, …

Creating a global infrastructure of the

movement

• «Education for Thrivability Society» (Education for Thrivability) – Arizona, end of winter 2017

• Integrated tech platforms for educational systems – Moscow, end of summer 2017

• Hubs in Europe, Latin America, China and other • PR / SMM • Fundraising / social entrepreneurs

See http://www.protopialabs.org/