MOOCS, badges, Problem Based Learning, flipped classrooms, play, Connectivisim, Vodcasting, Gaming, Project Based Learning, TPACK model, Flat Classrooms, Challenge Based Learning, SAMR model, tech embedding vs. tech intergrating . . . phew, there are a lot of educational terms and trends to consider in this course!
Taking them in one at a time, I can envision the impact each has on how we teach and how we learn. Up close, I can identify, analyze, and project how the face of education is changing with each of these approaches. It is when I step back and try to view them collectively, when I try to envision a cohesive future horizon of education, that I struggle to find how all of these nuanced ideas come together to create the future classroom, which I recently learned, is maybe not even a classroom.
Maybe the voices of these education innovators will help . . .
Following Sugata Mitra’s lead, I have distilled what I believe is needed to prepare our students of today for an unknown world. (disclaimer: this is subject to change at any point in time)
1. Individualized learning – I believe students learn best when they are surrounded by opportunities to discover, develop, and express their unique selves. The future of education looks as differnetiated as each of our students. As Prakash Nair says in The Classroom is Obsolete, “Because of this, the research demands a personalized education model to maximize individual student achievement.”
2. Making connections – I believe students learn best when they feel connected to their learning community, when they can use technology to connect with people, and when they make connections between, across, and within what they are learning. As Sugata Mitra says in the above video, “Children can teach themselves almost anything if given the internet, given the permission to interact with each other, and given the absence of the teacher.”
3. Relevant meaning – I believe students learn best when what they are learning, how they are learning, and why they are learning holds meaning in their own lives. There should be a reason, a necessity, a natural curiosity to what students learn. As Susan Blum comments in Learmers Are People, Not Isolated Test-Taking Brains, “Humans are and must be both embodied and enmeshed in social networks. . . If our ultimate goal is to educate human beings, then we must focus not only on knowledge and information, discipline and surveillance as measured by tests, but also on non-academic pleasures, motivations, skills, and the full array of human engagement that sustains attention and meaning.”
So now that I have taken a step back to identify the threads of what I believe is needed in the future classroom, the question floats: how do I create an individualized, connected, relevant context (ICR model perhaps:) for students of the world yet to be? MOOCS, badges, Problem Based Learning, flipped classrooms, play, Connectivisim, Vodcasting, Gaming, Project Based Learning, TPACK model, Flat Classrooms, Challenge Based Learning, SAMR model, tech embedding vs. tech intergrating . . .