![Google…
• now
take
c.14%
of
their
hires
without
college
educa.on
• think
test
scores
are
worthless
and
predict
nothing
• rely
on
their
own
validated,
predic.ve,
structured
behavioural
interviews
• think
that
too
many
colleges
don’t
deliver
on
what
they
promise.
“You
generate
a
ton
of
debt,
you
don’t
learn
the
most
useful
things
for
your
life.
It’s
[just]
an
extended
adolescence.”](https://image.slidesharecdn.com/vhswedendiuconfapril2014-140422052247-phpapp02/75/Valerie-Hannon-Framtidens-larande-april-2014_-29-2048.jpg)
Uploaded byFramtidens Lärande
Valerie Hannon, Framtidens lärande, april 2014_
The document discusses the transformation of learning and schools driven by factors like globalization. It notes that higher order skills are in demand as jobs can be transferred globally and consumers look worldwide. Career paths now typically involve multiple jobs across different fields rather than staying in one field. Two competing visions for using educational technology are presented: optimizing existing systems versus deploying new media to achieve broader learning goals like equity and participation. The document questions whether schools can remain relevant if they do not radically evolve their roles and methods in response to trends like disintermediation.
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Valerie Hannon, Framtidens lärande, april 2014_
- 1. transforming learning…. transforming schools…. Valerie Hannon, Innova.on Unit, UK
- 3. 3 Drivers of innova4on on ideas of ‘schooling’:
- 4.
- 6. Globalisa4on, so what? Understanding iden.ty, core values and cultural prac.ces is more important than ever Jobs can be quickly transferred from one side of the world to another Consumers/researchers look across the world for the best Higher order skills are at a premium Integrated world markets (IT & containerisa.on mean new lower-‐cost producers in the world market) Educa.on itself is globalising: mobile students, distance/online learning, compe..on between providers
- 8. Worldwide demand for learning DEVELOPED WORLD DEVELOPING WORLD
- 9. Career Paths are changing. 20TH CENTURY 1-‐2 jobs, mastery of one field 21ST CENTURY 10-‐15 jobs, breadth, depth in several fields
- 21. What is thepurpose of Using Edu-Tech? ALTERNATIVELY: • Deploying new media to forge new entry points into learning opportunity, achievement, and civic participation. • Less about improving individual competitiveness; more focused on learning writ large, centering on values: equity, full participation and collective contribution. DOMINANT FOCUS: • Lowering the costs of content delivery, improving ‘instruction’, and optimizing assessment for existing metrics, standards, and accountabilities. 2 visions competing or complementary?
- 23.
- 25. But Al Gore adds two more…. • The emergence of rapid unsustainable growth (in popula.ons, ci.es, resource consump.on ) • The emergence of a revolu.onary new set of biological , biochemical, gene.c and materials science technologies that are enabling us to recons.tute the molecular design of all solid maVer, and seize ac.ve control over evolu.on
- 26. “there is a clear consensus that the future now emerging will be extremely different from anything we have ever known in the past. It is a difference, not of degree, but of kind” The Future Al Gore 2013
- 27. 27 Taken to together, these drivers point to transforma4on, not just improvement
- 29. Google… • now take c.14% of their hires without college educa.on • think test scores are worthless and predict nothing • rely on their own validated, predic.ve, structured behavioural interviews • think that too many colleges don’t deliver on what they promise. “You generate a ton of debt, you don’t learn the most useful things for your life. It’s [just] an extended adolescence.”
- 31. ./r' '"/,/,, ..:: .;;: ll-..,Il= -i ll =n [=i.t+ & "I'm uorkingpart time, but Im ltoping that once lfnish my miiter's they'll up rny hours tofull time-" T
- 32. “Beware. Your degree is not a proxy for your ability to do any job. The world only cares about — and pays off on — what you can do with what you know (and it doesn’t care how you learned it). And in an age when innova.on is increasingly a group endeavor, it also cares about a lot of soc skills — leadership, humility, collabora.on, adaptability and loving to learn and re-‐learn. This will be true no maVer where you go to work.” Laszlo Bock senior vice president of people opera4ons, Google New York Times, Feb 2014
- 33. Are schools immunefrom the wave of ‘disintermediation’? Can they remain relevant if their roles and methods do not evolve radically? Do we all believe that schools should survive because of wider considerations?
- 35. Pedagogy Place Time Partnership
- 36.