Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Stillwater
1. Reimagining Learning
The impact of the “ever-changing world” on education
Will Richardson
will@willrichardson.com
willrichardson.com
@willrich45
bit.ly/11MFaUW
Sunday, April 28, 13
25. “The change we are in the
middle of isn’t minor, and it
isn’t optional.”
Clay Shirky
Sunday, April 28, 13
26. 750,000 Apps
2.5 Billion People
2 Trillion Webpages
5Years ofYouTube video per minute
5Years of all IP video per second
100,000 Tweets per minute
12 Billion Internet Connected Devices by 2015
Etc...
ABUNDANCE
Sunday, April 28, 13
29. ...A world marked by “ubiquitous computing,
ubiquitous information, ubiquitous networks, at
unlimited speed, about everything, everywhere,
from anywhere, on all kinds of devices that make
it ridiculously easy to connect, organize, share,
collect, collaborate and publish.”
Michael Wesch
Sunday, April 28, 13
34. Information, knowledge and teachers are in abundant
supply and ubiquitous.
NEW REALITY
Sunday, April 28, 13
35. Information, knowledge and teachers are in abundant
supply and ubiquitous.
That supply of knowledge and information is expanding
and changing at a rate like never before.
ABUNDANCENEW REALITY
Sunday, April 28, 13
36. Information, knowledge and teachers are in abundant
supply and ubiquitous.
That supply of knowledge and information is expanding
and changing at a rate like never before.
We cannot predict the impacts of technological
advances on the future of learning and work.
ABUNDANCENEW REALITY
Sunday, April 28, 13
37. Information, knowledge and teachers are in abundant
supply and ubiquitous.
That supply of knowledge and information is expanding
and changing at a rate like never before.
We cannot predict the impacts of technological
advances on the future of learning and work.
A wide range of new skills and literacies will be
required to navigate the future.
ABUNDANCENEW REALITY
Sunday, April 28, 13
41. “The illiterate of the 21st century
will not be those who cannot read
and write, but those who cannot
learn, unlearn, and relearn. ”
Alvin Toffler
Sunday, April 28, 13
45. creativity
passion to know
application of knowledge
inquiry
seeing patterns
posing and answering questions
understanding the world
acquiring knowledge
curiosity
finding and solving problems
making something
understanding something you previously didn’t understand
making connections
changing your perspective on something
synthesizing ideas
adding new knowledge
RELEARNING
Sunday, April 28, 13
46. "Productive learning is the learning
process which engenders and reinforces
wanting to learn more.Absent wanting
to learn, the learning context is
unproductive or counterproductive."
Seymour Sarason
Sunday, April 28, 13
49. "We don’t have brilliant kids...We find out what their
passions are, what they really like to study, and we
accelerate them gradually.”
Sunday, April 28, 13
52. RELEARNINGcreativity
passion to know
application of knowledge
inquiry
seeing patterns
posing and answering questions
understanding the world
acquiring knowledge
curiosity
finding and solving problems
making something
understanding something you previously didn’t understand
making connections
changing your perspective on something
synthesizing ideas
adding new knowledge
Which of These do we Assess?
Sunday, April 28, 13
53. Easier
Harder
Less Important More Important
Learning in a
Time of Abundance
Difficulty
to
Assess
Content
Knowledge
Critical
Thinking
Problem
Solving
Basic Skills
Sunday, April 28, 13
55. Easier
Harder
Less Important More Important
Difficulty
to
Assess
Content
Knowledge
Critical
Thinking
Creativity
Problem
Solving
Entrepreneurial
Thinking
Problem
Finding
Networking
Synthesis
Passion
to Learn
Curiosity
Creating
Solutions
Participation
Sharing
Connecting
Collaboration
Basic Skills
Inquiry
Initiative
Courage
Empathy
Learning in a
Time of Abundance
Resilience
Sunday, April 28, 13
60. “Connected learning is realized when a young
person is able to pursue a personal interest or
passion with the support of friends and caring
adults, and is in turn able to link this learning and
interest to academic achievement, career success
or civic engagement.”
Mimi Ito
Sunday, April 28, 13
64. “What can you do has been replaced by what
can you and your network connections do.
Knowledge itself is moving from the individual
to the individual and his contacts.”
Jay Cross
Sunday, April 28, 13
80. “What does a middle school algebra teacher do
if kindergarteners can start learning to solve equations
within a couple of hours?”
Sunday, April 28, 13
102. Cal Tech, Georgia Tech, U. ofVa, Duke, Rice, Johns Hopkins,
Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U.
of Toronto, Princeton, U. of Penn.
Sunday, April 28, 13
103. Cal Tech, Georgia Tech, U. ofVa, Duke, Rice, Johns Hopkins,
Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U.
of Toronto, Princeton, U. of Penn.
“This is the tsunami.”
--Richard DeMillo, Ga.Tech
Sunday, April 28, 13
127. “Looking to the future of work, one could
sum up the anticipated impacts in a single
word: More. More intensity. More pressure.
More change. More risk. But also, more
opportunity. More engagement. More
transparency. More impact.”
Yvette Cameron
Sunday, April 28, 13
129. Means that we are now the central,
organizing force in our own learning, our own
education, and, increasingly our own careers.
ABUNDANCE
Sunday, April 28, 13
130. Means that we now need the skills and
dispositions to “design”our own
learning and careers.
ABUNDANCE
Sunday, April 28, 13
131. Means we must develop a new context for
modern learning.
ABUNDANCE
Sunday, April 28, 13
132. Question
So, what are the skills and
dispositions that our students now
need to succeed?
Sunday, April 28, 13
