what it means to be educated in 2050
TRANSCRIPT
Muchhasbeenwri.enandalotspokenaboutlearningforthe21stCentury,muchofwhichisdefinedbyreferencestothechangesintechnology,learningspacesandsociety–butwhat,intheend,willdifferen@ateaneducatedpersonin2050fromaneducatedpersonin1950?Whathaschangedandislikelytochange?Howshouldthisaffectourviewofschoolsandschooling,andoflearning,andofoureduca@onsystemasawhole?Whatarethedriversofthischange?Whatarethe‘trends’wecurrentlyseeineduca@onandarethesethethingsthatareactuallyrequiredtocontributetodevelopingtheeducatedci@zenof2050?
NZinthe1950s• Babyboom
– Popula@onreached2million(Sept,1952)– Morethan125,000immigrantsse.ledhere– Manynewschoolsbuilt
• Britain’sfarmyard– 90%exportearningsfromfarming– Sheepnumbersrose40%inthe1950s
• By1959…– 54%dwellingshadrefrigerator– 57%hadawashingmachine– 14%dwellingss@llhadnopipedwater– 19%dwellingss@llwithoutflushtoilet
• Communica@ons– ‘snailmail’–200millionle.ersperyear– 24.5airmails– 8milliontelegrams– 1440PostOfficesna@onally– Onelandlineperfivepeople–manypartylines
Thecurriculum-1955?
• Reading,wri@ngandarithme@c• Militarydrill(secondary)• PhysEd• Civics,ci@zenshipandmoraltraining• Woodwork(boys),Homecraa(girls)
Whatwilllifebelikein2050?
• 9billionpeopleontheplanet• Whatwillci@esbelike?• Whatwillweeat?• Whatformsoftransporta@onwillweuse?• Willglobalwarmingtriggercatastrophicchanges?
• Willrobotshavetakenovertheworkforce?• Whatadvancesinhealthwilltherebe?
Futureofcommunica@ons?
Futurehealth?
h.p://bit.ly/21wroT9
Ar@ficialintelligence?
h.p://www.theverge.com/2016/3/9/11184362/google-alphago-go-deepmind-result
FutureCi@es?
h.p://bit.ly/1UhTp1u
Flyingcars?
h.p://bit.ly/22odzZl
Robotteachers
Thekindofthingsthatareeasytoteacharenoweasyto
automate,digi@zeoroutsource
h.p://bit.ly/1LscdZB
ChangesinthedemandforskillsTrendsindifferenttasksinoccupa7ons(UnitedStates)
35
40
45
50
55
60
65
70
1960 1970 1980 1990 2000 2006 2009
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interpersonal
Mean task input in percentiles of 1960 task distribution
Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.
14companies–25billionaires
h.p://onforb.es/1U6FRGT
Taxiservice
Smartphonemaker
Roomrental
Datamining
Drones
Scrapbooking
Onlinecommerce
Taxiservice
Onlinebookseller
Employment
Bloodtes@ng
Messaging
Threatdetec@on
Filesharing
What’ssointeres@ng?
• 1,810billionairesworldwide(Forbes,March,2016)
• 18/25areunder30• Theirbusinessmodeliscompletelydifferent• Crowdsourcedideas• Widespreadgrowththroughsocialmedia• Howmanyofthese‘industries’existedtenyearsago?Orevenfive?
TheFuture…
• Foodsupply• Water• Cryogenics• Nano-technology
• Culturalassimila@on• Humanrights• Poverty• Religiousintolerance
Newskillsetsrequired
Newskillsetsfortheknowledgeeconomy…• Complexproblemsolving• Innova@onandcrea@vity• Communica@onandcollabora@on• Designersandcreators–notpassiveconsumers
The10skillsmostvaluedbyemployers
• communica@onskills• customerserviceskills–inperson,onthephone,andonline• abilitytoworkwellinateam• literacyandnumeracyskills• confidencelearningaboutandusingcomputersand
technology• planningandorganisa@onalskills• ini@a@veandacan-doantude• problem-solvingskills• goodworkhabitsandindependence• healthandsafetyskills.
AccordingtoBusinessNewZealand,thetop10skillsemployerslookforare:
h.p://bit.ly/1pvGZHc
PurposesofEduca@on
1. Todeveloptheintellect,presumablyincludinglinguis@c,mathema@calandanaly@ccapabili@es.
2. Toproducecompetent,caring,loving,andlovablepeople.
3. Tocreateandsustainademocra@csociety4. Toinvestinproducingfutureworkersforthe
workforceand,ul@mately,corporateprofits.
Ratherthana.emp@ngtodefinewhatitmeanstobewell-educated,shouldweinsteadbeaskingaboutthepurposesofeduca,on?
AlfieKohn-h.p://www.alfiekohn.org/
Studentexpecta@ons
Washor,EandMohkowski,C(2013)Leavingtolearn
Domyteachersreallyknowaboutmeandmyinterestsandtalents?
DoIfindwhattheschoolisteachingrelevanttomyinterests?
DoIhaveopportuni@estoapplywhatIamlearninginrealworldsenngsandcontexts?
DoIfeelappropriatelychallengedinmylearning?
CanIpursuemylearningoutofthestandardsequence?
DoIhavesufficient@metolearnatmyownpace?
DoIhaverealchoiceaboutwhat,whereandhowIlearn?
DoIhaveopportuni@estoexploreandmakemistakes?
DoIhaveopportuni@estoengagedeeplyinmylearningandtoprac@cetheskillsIneedtolean?
Educa@on’stwofaces
“HardSkills”• Academicsuccess• Achievementfocus• ‘Subjects’
“SoaSkills”• Competencies• Disposi@ons• Values
Global network NPDL Clusters located in seven countries around the world working together to design deep learning, develop new pedagogies that enable deep learning, and improve learning conditions that expand deep learning.
Uruguay
Canada
USA
Finland
Australia
New Zealand
Netherlands
NewPedagogiesforDeepLearning
Deep Learning Competencies – 6 C’s
CHARACTER Learning to deep learn, armed with the essential character traits of grit, tenacity, perseverance, and resilience; and the ability to make learning an integral part of living.
CREATIVITY Having an ‘entrepreneurial eye’ for
economic and social opportunities, asking the right inquiry questions to generate
novel ideas, and leadership to pursue those ideas and turn them into action.
COMMUNICATION Communicating effectively with a
variety of styles, modes, and tools (including digital tools), tailored for a
range of audiences.
CITIZENSHIP Thinking like global citizens, considering
global issues based on a deep understanding of diverse values and
worldviews, and with a genuine interest and ability to solve ambiguous and complex
real-world problems that impact human and environmental sustainability.
COLLABORATION Work interdependently and synergistically in teams with strong interpersonal and team-related skills including effective management of team dynamics and challenges, making substantive decisions together, and learning from and contributing to the learning of others.
CRITICAL THINKING Critically evaluating information and arguments, seeing patterns and connections, constructing meaningful knowledge, and applying it in the real world.
NewMeasures?• KnowledgeCrea@on• Workingwithabstrac@ons
• Systemsthinking• Cogni@vepersistence• Collec@vecogni@veresponsibility
KnowledgeCrea@on• Knowledgeisnotanobject,butaseriesofflows;itisaprocess,notaproduct
• Itisproducednotinthemindsofpeoplebutintheinterac@onsbetweenpeople
• Theideaofacquiringknowledge,asaseriesoftruths,isobsolete
Workingwithabstrac@ons• Conver@ngtheabstractto
theconcreteremainsanhonouredpartofteaching
• Applyingdisciplinary
knowledgetoreallifehasalwaysinvolvedabstrac@on
Systemsthinking
• Problemsbecomingmorecomplex–manymorevariables
• Solu@onsrequireintui@on,dealingwithhunches
Cogni@vepersistence• Sustainedstudyand
pursuitofunderstanding• Comprehendinglongtexts• Followingextendedlinesof
thought• Sustainedcrea@veeffort
Collec@vecogni@veresponsibility
• Movingbeyond‘collabora@on’
• Alreadyessen@alfordesignteams,researchteams,planningteams
• Involvesturningcogni@veresponsibilityovertostudents
UrgencyHowarethesethingscateredforinyourschool?Howdoyouknow?
Ourlegacy…?
“Children are the living message we sent to a time we will not see”
Neil Postman
