Challenges for 21st century education and blended learning

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<ul><li><p>Challenges for21st century education and blended learning</p><p>Prof. dr. Frederik QuestierVrije Universiteit Brussel</p><p>Masterclass professionele ontwerpteamsAssociatie KU Leuven 12/02/15</p></li><li><p>This presentation can be found athttp://questier.com</p><p>http://www.slideshare.net/Frederik_Questier</p></li><li><p>Perspectives Society Students Teachers Technologies</p></li><li><p>4How can we educate our students for</p><p>the unknown future?</p></li><li><p>5I ask my students:</p><p>What is the biggest changeyou expect in your (professional) life?</p><p>Most of them are clueless...</p></li><li><p>6The only constant in life is change</p></li><li><p>7</p></li><li><p>8The best wayto predict the future</p><p>is to invent it.(Alan Kay, 1971)</p></li><li><p>9William Gibson</p></li><li><p>10</p><p>Information Society ?</p></li><li><p>11</p><p>Knowledge Society</p></li><li><p>12</p><p>Evolution of organizations</p><p>Source: Jessica Lipnack and Jeffrey Stamps, Virtual Teams http://www.netage.com/pub/books/VirtualTeams%202/CHAPTERS%20PDF/chapter02.pdf</p></li><li><p>13</p><p>Network society</p></li><li><p>14</p><p>Network society</p><p>Motivate your students to participatein existing authentic (online) networks!</p></li><li><p>15</p><p>On the Internet,nobodyknows</p><p>you're a dog</p><p>Peter SteinerNew Yorker</p><p>2000</p></li><li><p>16</p><p>In China:</p><p>On the Internet,everybody</p><p>knowsyou're a dog</p><p>This visionmight be closer</p><p>to today's Internet reality!</p></li><li><p>17 Transparency versus Privacy </p></li><li><p>18</p><p>"The most fundamental way of helping other people,</p><p>is to teach peoplehow to do things better</p><p>or how to better their lives.</p><p>For peoplewho use computers,this means sharing</p><p>the recipesyou use on your computer,</p><p>in other wordsthe programs you run."</p></li><li><p>19</p><p>1980's: Stallman definedFree Software</p><p>The freedom to use study distribute improve</p><p>the program</p><p>Free Libre Open Source Software (FLOSS)</p></li><li><p>The FLOSS concepts of sharing and collaborating are touching everything</p></li><li><p>Good teachers know howto create learning materials</p><p>Great teachers know howto mix and reuse</p></li><li><p>23</p><p>They will have tocompete with </p><p>amateurs!</p><p>An enthusiastic amateur beatsa bored professional</p><p>Karl Marx was perhapsthe original prophet of the </p><p>Professional Amateurs economy:</p><p>labour forced, unspontaneous </p><p>and waged work would be superseded</p><p>by self-activity</p></li><li><p>24</p><p>They will have tocompete with</p><p>free!</p></li><li><p>25</p></li><li><p>26</p><p>3D printing</p></li><li><p>27</p></li><li><p>28</p><p>2045 Technological Singularity?</p></li><li><p>29</p></li><li><p>30</p></li><li><p>31</p><p>Start of transhumanism?</p></li><li><p>32</p></li><li><p>33</p><p>Schools we have todaywere designed around commonsense assumptions</p><p>that had never been scientifically testedR. Keith Sawyer</p></li><li><p>34</p></li><li><p>35</p></li><li><p>36</p><p>Innovation?</p><p>Politics Education Science 1km/h 10km/h 100km/h</p></li><li><p>37</p><p>Resistance</p><p>Teachers teach as they are taught...</p></li><li><p>38</p></li><li><p>39</p><p>information scarcity information abundance !</p><p>Total information is now doubling every year !</p></li><li><p>40</p><p>Surveys</p><p>How much of the knowledgeyou need for your jobis in your own head?</p><p>&gt;75% | 75-50% | 50-25% | 25-10%</p></li><li><p>41</p><p>Surveys</p><p>How much of the knowledgeyou need for your jobis in your own head?</p><p>1986 75% 2010 10%</p></li><li><p>42</p><p>The longer one studies,the more one comes to realizehow much one does not know</p></li><li><p>43</p><p>% tested genius in Divergent Thinking(used to generate creative ideas by exploring many possible solutions)</p><p>Source: Breakpoint and Beyond by George Land and Beth Jaman</p></li><li><p>44</p><p>Dilemma of schools:the skills that are easiest to teach and tests are also </p><p>the ones that are easiest to digitize, automate and outsource(Levy and Murnane) </p></li><li><p>45</p><p>Demand for new skills? Social skills</p><p> communicating, networking, teamwork international, intercultural</p><p> Creativity Entrepeneurship Information technology skills</p><p> Handle information overload ...</p><p> Learning to learn Life Long Learning!</p></li><li><p>46</p><p>Knowledge -&gt; Skills -&gt; Competences</p><p>Competencesare the ability to use</p><p> knowledge skills attitudes</p><p>in new, complex, authentic situations</p></li><li><p>47</p><p>?</p></li><li><p>48</p><p> The digital native and digital immigrant may be useful slogans for provoking debate but the distinction does not stand up to inspection the profound changes taking place need to be situated in diversity rather than dichotomy </p><p>Brown, M. E. (2005). The next generation: Looking to the future. Computers in New Zealand Schools, 17 (2), 3-7. July Editorial.</p></li><li><p>49</p></li><li><p>50</p></li><li><p>51</p><p>How can we improve teaching and learning with ICT?</p><p>Don't apply traditional teaching methodsin new technologies!</p><p>Substitution?(dropping your coursebook online)</p><p>Transformation!</p></li><li><p>52</p><p>Seek the synergy!</p><p>Theories about learningand technologies</p><p>have evolvedtowards very similar concepts</p></li><li><p>53CC by Wlonline</p></li><li><p>54</p><p>Model Jonassen for (constructive) learning environments</p></li><li><p>57</p></li><li><p>58</p></li><li><p>59</p></li><li><p>60</p><p>Find the right blend!</p></li><li><p>61</p><p>Not all students will like it...</p></li><li><p>62</p></li><li><p>63</p><p>Foster a community feeling!</p></li><li><p>64</p><p>Learning Analytics</p><p>Gephi export,learning interactions,R. Carlos, F. Questier, C. Zhu</p></li><li><p>65</p><p>Learn fromLearning Analytics!</p><p> The Learning Analytics Cycle, by Doug Clow, http://dougclow.wordpress.com/2011/02/28/the-learning-analytics-cycle/ </p></li><li><p>66</p><p>Tin Cap API</p></li><li><p>67</p></li><li><p>68</p><p>ht tp: // ww</p><p>w. knew</p><p>ton.com/blended- learni ng/ </p></li><li><p>69</p><p> An individual teacher typically does not have the competences the time the budgetto create one of the most advanced blended courses</p></li><li><p>70</p><p>The way to do it</p><p>Design teams with mixed competencesExtra muros collaboration</p><p>Reuse and shareStudent centred</p><p>ActivitatingMotivating</p></li><li><p>Dank u! Vragen?</p><p>Questier.comFrederik AT Questier.comwww.linkedin.com/in/fquestiewww.diigo.com/user/frederikquestierwww.slideshare.net/Frederik_Questier</p></li><li><p>Copyright acknowledgements Screenshot http://www.chamilo.org/ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!) Question! CC-by by Stefan Baudy http://users4.jabry.com/vortex/misc/DivergentThinking.gif Edupunk: http://blogs.pstcc.edu/drbrown/files/2009/11/Picture-4.png Flipped-Classroom-CC-BY-NC-SA-2-by-ransomtech http://cogdogblog.com/2012/07/17/mooc-hysertia/ http://www.onlinecollege.org/2012/08/21/25-tips-make-most-mooc/ Paul Schatzkin, http://www.cohesionarts.com/tag/distractions/</p></li><li><p>73</p><p>DARETO SHARE</p></li><li><p>This presentation was madewith 100% Free Software</p><p>No animals were harmed</p><p>Slide 1Slide 2Slide 3Slide 4Slide 5Slide 6Slide 7Slide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Slide 15Slide 16Slide 17Slide 18Slide 19Slide 20Slide 21Slide 22Slide 23Slide 24Slide 25Slide 26Slide 27Slide 28Slide 29Slide 30Slide 31Slide 32Slide 33Slide 34Slide 35Slide 36Slide 37Slide 38Slide 39Slide 40Slide 41Slide 42Slide 43Slide 44Slide 45Slide 46Slide 47Slide 48Slide 49Slide 50Slide 51Slide 52Slide 53Slide 54Slide 55Slide 56Slide 57Slide 58Slide 59Slide 60Slide 61Slide 62Slide 63Slide 64Slide 65Slide 66Slide 67Slide 68Slide 69Slide 70Slide 71Slide 72Slide 73Slide 74</p></li></ul>

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