Could the ICR model be the future of education?

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 As Prakash Nair says in The Classroom is Obsolete, “Because of this, the research demands a personalized education model to maximize individual student achievement.”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 . . .




2 Replies to “Could the ICR model be the future of education?”

  1. Love these three themes – this would make such a great presentation or keynote topic – especially when you continue your line of thinking about how to create that kind of environment. I wonder if you could start by finding examples from your own classroom to demonstrate each one of these and how it’s had an impact on student learning – maybe that could even include reflection from students. You have the makings of your own mini-documentary here!

  2. I agree, sometimes I also feel like my head is going to overfill and explode with all of the ed tech terms floating around inside of it (not to mention my bookmarks page is completely out of control with sites and articles on the subject!), but it does seem to me that with all the tools and tech initiatives becoming the norm in many schools, the best-practice educational model will have to move from the current one to one that features teachers-as-mentors and students self-managing their learning.

    The video was fantastic and highlighted many realities of the future of education, such as the 3Rs no longer fitting into our modern educational and professional needs. That is why the Kahn Academy videos are so popular, because students are motivated to learn about what is interesting and relevant to them. I really liked the point that was made that if kids are really interested in something, they will fail over and over until they get it, and I agree that this is where our current model of education is lacking.

    After reading your list of three areas of focus for helping your students prepare for the future, I was nodding my head in agreement, as they all support the theory in the video of “marrying the ecosystem of tech with the ecosystem of the classroom” in order to move into a more self-managed/self-motivated learning environment with the teacher as the mentor rather than the person who delivers basic content.

    However, one thing that I have to wonder about is how this new model, which so may seem to agree is the future of education that will produce better university students and more engaged learners, can possibly co-exist with the current educational model of Grades/Test Scores that is still alive and kicking in so many countries and school systems? And how will these systems be able to change their methods of assessments in order to allow their students to thrive in this more engaging model?

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