The future of learning is such a BIG topic that’s central to our work in higher education and K-12 education. The type of future thinking we need to engage in is NOT the hyperbole around the demise of the industrial age (it never was the right way to frame future planning!) but rather a deep analysis of who we are, what we want, and how we can best achieve knowledge developments as a result of engagement with ideas, actions and content.
Now I know that statement sounds prosaic in itself – but stay with me a moment longer. January 3 sees me well and truly launched into work preparing for a 2014 year of deep diving into ideas with students, colleagues and friends alike.Yes, back at work!
In a sense the deep dive began with a hilarious afternoon/evening watching University Challenge on the big screen internet enabled TV with my family. We got quite attached to some of the competition teams, and completely fell head-over-heals for the Corpus Christi Colleage Oxford team.
What struck us was the range of knowledge that these young competitors exhibited (we scored very poorly as we kept our own record). As author Anthony Beevor, presenting the trophy to the winners of the 2011 challenge, stated that if we believe that there has been a dumbing down of education in the last number of decades, listening to these students deal promptly with the diverse quiz questions certainly proves the opposite.
The fact that knowledge is relevant and central to the ongoing advancement of the human endeavour is not in question in the digital age – but rather how information is utilised to grow knowledge is. What is happening in social media, popular culture, online, in your connected spaces? As my colleague Tara Brabazon outlines in Time for Timbits: Fast Food, Slow Food, Class and Culinary Communication:
The internet … entered popular culture and became a powerful channel of ideas – rather than the hobby of a few – as the bandwidth increased, enabling a much more rapid movement of increasingly larger files. Therefore, the speed between diverse sites increased the range and the adaptability of media. Speed transforms minor media into popular culture. Speed is therefore a characteristic of modernity.
Knowing how to ‘think’ and ‘work’ in a digital age is more than just dealing with the information flow and ‘drinking from the firehose’ of global information. Speed is central to a new method of productivity, only when it is utilised in a manner to continue deep thinking and knowledge creation. I’m not a digital immigrant any more than my 16-year-old-niece is a digital native. I’m a product of the education and professional opportunities that the social and cultural environments of my life allowed.
Knowing about technology does not make you knowledgeable – but knowing how to maximize working with information in and for knowledge development may help to make you more knowledgeable.
According to the recent MacArthur Foundation Report “The Future of the Curriculum: School Knowledge in the Digital Age” new learning in a digital age encompasses a move away from seeing curriculum as a core canon or central body of content to seeing curriculum as hyperlinked with networked digital media, popular cultures, and everyday interactions. The questions, then, are what knowledge is to be included in the curriculum of the future, what are its origins in the past and the cultural legacies it represents, what future does it envision, and what authorizes its inclusion?
The report clearly explains how the knowledge economy has become the dominant political style of thought in education reform worldwide. For my money, the extent we subscribe to the newest wave of reform (forget the hackneyed references to factory schooling) is not so much the issue. Rather it’s about recognising the influences and potential at play in changing the ways we can engage in the knowledge construction processes with our students. Mind you, the MacArthur Report is a bit prone to hyperbole too:
we are witnessing the rise of a flat learning system as the science of learning and building brain-power is applied right across the full range of formal and informal situated contexts, both in the real and virtual worlds.
Having said that, 2014 and change are synonymous – but probably no less than they were in a 100 years ago in 1914 – it’s just that we are living an exciting transition and perhaps overly excited by it.
Like everyone I very much enjoyed reading my favourite SciFi Isaac Asimov’s predictions of what the world will look like in 2014 from way back in 1964. Try this for an example:
Communications will become sight-sound and you will see as well as hear the person you telephone. The screen can be used not only to see the people you call but also for studying documents and photographs and reading passages from books. Synchronous satellites, hovering in space will make it possible for you to direct-dial any spot on earth, including the weather stations in Antarctica.
I was pleased to catch up with the The Downes Prize for 2013. Of course, Stephen Downes choice is insightful, as is his ongoing scanning of the horizon for the shifts and sometimes seismic changes in how we manage education and knowledge outputs. Check out his OLDaily E-Learning News, Opinion, Technology commentary.
I’m excited by the many challenges (and a few too many hurdles) that 2014 will offer me. I hope for a good year, a productive year, and an opportunity to learn more interesting things with you.
Welcome to 2014 my friend.