What is the Future of Education?

I have no real idea … just some notions, but I am lucky enough to be attending a neat retreat focused on just this question.

I am attending a retreat hosted by the New Media Consortium, which publishes the Horizon Report annually.  With well over one million downloads and 27 translations in the past ten years, the NMC Horizon Report series annually charts the landscape of emerging technologies for teaching, learning, research, creative inquiry, and information management.  I was on the Board of Advisors for last year’s K-12 report, and found the experience rewarding and enriching.  Some forty of us from around the world examined a range of technologies and focused in on those we felt collectively would emerge in the next year, two to three years and five years down the road.

This year will be the tenth year for the Horizon Project, so Larry Johnson, CEO of the NMC, and Lev Gonick, VP and CIO at Case Western Reserve University and Board Chair Emeritus of the NMC, have invited one hundred of us from current and past boards of advisors to come together January 24-26, 2012 in Austin to reflect on what technology will mean to educational institutions in the next decade.  The are calling this retreat “The Future of Education.”

Their goal as stated at the above retreat website is to “…produce a 30-page-ish report that does two things:  One is to capture meta-learnings drawn from our research of ten years into the uptake of technology, which technologies seem to be “sticky” and persist, which are generative (in the sense of shaping perceptions that allow subsequent technologies to take traction) — and how to know one from the other. The second is to use those meta-learnings to frame a set of recommendations for strategic technology planning to inform the next decade of decision making across all sectors of education.”

One of those “sticky” persisitent uses of technology in education is the online education movement.  This past week, my colleagues and I at the VCU Center for Teaching Excellence launched our first totally online faculty development initiative for faculty who want to teach online.  Eighteen of our colleagues are in the first pilot of this online “course”…though course is not quite the right word.  We have crafted a learning environment and have 18 fellow faculty along for the ride.  They have done well this first week getting to know one another, researching the pedagogy behind online teaching, and in some cases, struggling with learning in an asynchronous environment.

But while I do believe “online” is a part of the future of education at both K-12 and higher education levels, I am not as sure about other aspects, such as terms like:

  • course
  • degree
  • discipline
  • professor
  • class
  • semester
  • …the list could go on

Bill Gates and Salman Khan certainly are interjecting some radical ideas about the future of education and the use of online learning…as are others.

So, while I am enjoying the launch of our online faculty development initiative – it follows established models of online course design.  I am looking forward to having my thinking pushed the next three days as we grapple with the future of education and the role technology might play in that future.

{Photo Credit: Mark Chapman, Steve Jervetson}

 

 

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DIYU, Probably Not, But Use DIYU Resources, Definitely!

Over the weekend, I started a little project that will last a LOOOONNNNGGGG time.  My daughters have given me a scanner so that I might digitally scan some of the 2400+ 35mm slides that are sitting in storage up in the attic.  Works great, though it takes 8 minutes to do 4 slides.  (You do the math…)

slideboxSo to get started, I went shopping for something I used to have – a lightbox to sort slides.  No one locally had them anymore, and those online cost over $100.  But a little research on the web and $30 of materials from Lowes, and I built my own in a couple of hours.

It works great, I have started sorting through and digitally scanning slides that are 40 years old…and I did it myself, but with ideas sparked through the web.

It is symptomatic of learning today.  We live in a DIY world.  If we are curious, we can find the answer to almost anything by digging into the internet.

And is that not what we want our students to do?  Gardner Campbell has talked about the need for students to learn at the meta level, and he stated this weekend, “…teaching must refocus from teaching the explicit to teaching strategies for recognizing and accessing tacit knowledge.”  I never took a course in lightbox construction, but I had the skills to knock it out when I need it.

DIY USo I believe in DIY.  Given that, I was disappointed in Anya Kamenetz‘s new book, DIY U.

This was my vacation read, and as such, it had to compete with three grandkids, but after a day with 2 to 3 year olds, Grandpa was ready for a book.  This book is on a topic about which I feel pretty strongly.  Anya quoted many in my personal learning network, such as Jim Groom, George Siemens, Laura Blankenship, and Gardner Campbell.  And she writes for one of my favorite magazines, FastCompany.  So it should have been a hit.

But it left me feeling like she had hit a base hit instead of a home run.   In many ways, Anya has jumped on the open source / open access bandwagon others have blogged about for the past few years, and to her credit, she turned a profit doing so (at least, I assume that is what “bestseller” means…).

CogDog gave a good review of his impressions of the book in his post, “The Gaping M Shaped Void for DIY Education;” impressions that mirrored mine.  He asks two good questions:

  • What is going to motivate the large swath of a society to become educated or to learn something in a self-directed fashion?
  • What is going to drive people to learn what they don’t think they need to learn?

The motivation question is spot on.  Anya seems to equate success with salary, and therefore writes off the potential of higher education to contribute to the democratization of society (though she does lament a bit about the need for such).  In the end, she suggests that formal higher education is really only for ten percent of people, while the other ninety percent would be well served using informal learning networks and just-in-time training (page 136).

I am not sure where she gets her figures, because the latest Chronicle of Higher Education Almanac shows that nearly 28% of Americans complete a four-year degree or more (though granted, that means 70% do not).  Nearly a quarter of Americans also complete some college or complete a two-year degree.  I studied community colleges during my doctoral studies and spent ten years working in community colleges, so I do not denigrate these colleges as less than four-year institutions.  They have a mission that differs from research universities, but both are needed in this country to both provide access to learning and create the new learning that drives our country.  So currently, a little more than one-third of Americans complete a two-year or better degree, and better than half have some college (and for many community college students, that meant they obtained enough skill training to get a job without necessarily completing the degree).

Anya is correct that current society expects a higher yield.  College is listed by politicians across the land as the right of all Americans.  She just does a lack luster job of describing how this country might generate that increased yield.  She is the latest in a long list of authors who suggest that disaggregating learning from credentialing is the answer, with technology as the means by which this disaggregation will occur.

For other views on the book, check out Jon Becker’s curation of reviews in this Google Doc.

Yet with all that was wrong with her book, Chapter 7 – Resource Guide – contains a lot of good information.  She lists some pretty good web resources for students to use to help align their studies with their interests.  She provides a rich list of open educational resources.  Given the strong economic flavor of her book, she gives future students good tips on keeping their education affordable.  Finally, she advocates strongly for both physical and virtual networks as key to employment.

So this is not necessarily a book that I would recommend to education colleagues.  Rather, it is one I might recommend to my grandkids in twelve years as they begin contemplating their academic journey.  However, given how much the world has changed in the past ten years, who knows what I will be recommending a decade from now!

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