Developing Visions and Scenarios for Future Education The VISIR Approach & First Results

1. Claudio Dondi Moscow, 10th of October 2012 Developing Visions and Scenarios for Future Education The VISIR Approach & First Results International Educational Forum “The World on the Path to a Smart Society”

2. WHAT DO WE KNOW ABOUT FUTURE EDUCATION? • IT WILL BE MORE OPEN • IT WILL USE ICT MORE • IT WILL BE MORE LEARNER-CENTRED • IT WILL BE MORE INTERNATIONAL

3. WHAT ELSE DO WE NEED TO KNOW? • WILL IT TAKE PLACE IN EXISTING INSTITUTIONS? • WILL IT BE STANDARDIZED? • WILL IT BE INCLUSIVE? • WILL IT BE MORE «PROFESSIONAL»? • WILL IT FACE DEMOGRAPHIC CHANGE? • WHO WILL PAY FOR EDUCATION? • … • … • …

4. TOWARDS SCENARIOS PLANNING1/3 (Leonie, 2005) • Convergence vs Context • Continuity vs Experimentalism • Access vs Excellence • Market dynamics vs public goodvalues • Generalization vs Specialization • Information vs Knowledge • Individualization vs Socializationof Learning • EncourageTraditionalProviders vs Bringnewactorsto drive innovation • More Investment vs more Efficiency • Focus on Young People vs Re-directResourcestoadult learners

5. TOWARDS SCENARIOS PLANNING 2/3 (STELLAR NoE, 2012) • Data TrackingforPersonalized Learning vs Data Privacy • Digital Divide despiteTechnology Spread • Ubiquitous Learning Opportunities vs Focused and Critical processing of information • Establishedpractices vs ContinuousInnovation in the Classroom • Individual Learning paths vs Standardized learning paths

6. CHANGING PROCESSES STABLE STRUCTURES CHANGING STRUCTURES STABLE PROCESSES TOWARDS SCENARIOS PLANNING 2/3 Chaos Reform Discovery area Inertia Multiprovision

7. The VISIR approach

8. WHY? THREE MAIN GAPS TO ADDRESS “Understanding gap” the theories of changes and the intervention logics utilised in the different LLL sectors must be analysed and coherently integrated in some common scenarios and recommendations for change targeted both to policy and practice “Networking gap” flows of information among ICT-for-learning experts and practitioners from different fields and across European Members states must be made smoother and must be based on recognized “good practices which work” “Mainstreaming gap” the micro-innovation practices that exist around Europe must be made visible as ways to mainstream a meaningful bottom-up use of ICT for learning and must be the basis on which future scenarios and visions of European ICT for learning are built and discussed

9. WHO IS BEHIND VISIR Seven major EU networks, gathering some 18.000 institutions: research centers, business schools, professional associations, academia, industry, content actors, local authorities. Two research institutions, that will guarantee that networking is grounded on sound research results

10. HOW TO PARTICIPATE • Through the VISIR Seminars • By suggesting micro innovation practices • By commenting the VIRIS proposed vision • Through the consultations • …

11. 2.Adapting to change Change 1.Understanding Change 3.Shaping the future 0.Being victim of change THE PROCESS • Analyzing Trends • ImaginingScenarios • Building Vision • Shaping the Future

12. CHANGE DRIVERS VALUES EXO DOMAINS OF CHANGE V Shaping the Future Vision Building Analysing Trends SHAPING THE FUTURE Exp. Policies V ISION BUILDING DEMO Policies Foreseenevolution ENDO Practice ICT Values GLOB Research

13. 12 DOMAINS OF CHANGE

15. Key TRENDS & CHALLENGES

16. 1- AIMS OF LEARNING SYSTEMS • INCREASED WEIGH OF PROFESSIONALIZATION • INDIVIDUALIZATION GAINS IMPORTANCE IN SCHOOL • SELF-DIRECTED PROFESSIONALIZATION ICT can supportindividualcombination of socialization, professionalization and individualizationobjectives, making the Learner Master of his/herlearningpath

17. 2- CONTENT AND COMPETENCES • FROM GIVEN SETS OF KNOWLEDGE TO PROCESSES AND COMPETENCES • MORE LOCAL DEFINITION OF CONTENT • MORE INTERDISCIPLINARY IN EDUCATION ICT can support the acquisition and consolidation of transversalcompetences and favormetacognitionprocessesaroundinterdisciplinaryprojects

18. 3- ORCHESTRATION (T/L) • FROM TEACHING TO LEARNING • CHANGING (AND MULTIPLYING) LEARNING CONTEXTS • NEED TO SUPPORT MORE AUTONOMOUS WAYS TO LEARNING ICT can actasan emancipatoryleverage (for the Learner) & as an instrumentto orchestrate complexlearningexperiences(for the Teacher)

19. 4- VALUING LEARNING • PERSONALIZATION VS STANDARDIZATION • INTEGRATING INDIVIDUALS’ LEARNING CONTEXT • PERSONALIZED ASSESSMENT SUPPORTING MOTIVATION ICT can support the individual Learning Continuum and favorowenership and sense-makingthroughpersonalization of learning and assessment

20. 5- ASSESSMENT • THE SHIFT TO LEARNING OUTCOMES • RAISE OF ALTERNATIVE ASSESSMENT APPROACHES AND CERTIFICATIONS • NEED TO «ORGANIZE FREEDOM» IN COMPLEX LEARNING ECO-SYSTEMS ICT can supportsocial and peerassessmentapproacheswhichaddvalue to individual and collectivelearning and favorintegration of assessment in the learningprocess

21. 6 – FUNDING & GOVERNANCE • INCREASED PRESSURE FOR «REPRESENTATION» OF INDIVIDUAL, FAMILIES, EMPLOYERS AND LOCAL SH • NEW ACTORS AND PARTNERSHIPS IN EDUCATION ICT can cut off individualcost of access to education and help sustaining the increasingcost of Lifelonglearning.

22. 7- INTEGRATION (F-NF-INF) • INFORMALIZATION OF LEARNING & INTEGRATION OF LEARNING FORMS • TOWARDS INSTITUTIONAL SUPPORTING MECHANISMS • NEED TO SUPPORT INDIVIDUAL OWNERSHIP AND CAPITALIZATION OF THE LEARNING PATRIMONY ICT can facilitate integration and LLL practice starting from the individual up to institutionalchange

23. 8 - INCLUSIVENESS • NEED TO INCREASE RESPONSIVENESS TO SOCIETAL NEEDS and to.. • …ENSURE UNIVERSAL ACCESS TO QUALITY EDUCATION • …SUPPORT INCLUSION THROUGH «EMPOWERMENT»: INDIVIDUAL OWNERSHIP AND MANAGEMENT OF THE LEARNING PATRIMONY ICT can providesolutions (like OER) to solve the policy trade-off access vs qualitywhilesupportingindividual «empowerment»

24. 9- TEACHING • BECOMING ORCHESTRATORS AND FACILITATORS • INCREASED FOCUS NEEDED ON THE LEARNING CONTINUUM • INCREASED TEACHER COLLABORATION AND PEER LEARNING PRACTICES In the classroom ICT can help teachersorchestrating more individualized and autonomouslearningexperiences; in teachers’ professional development, itsupport networking, exchange and sharing (including OER)

25. Towards VISION BUILDING

26. WHAT IS THE ROLE OF ICT?(1/2) (Noss, 2012) Technology Enhanced Learning Research Programme • CONNECT exploit the power of personal devices to enhancelearning • SHARE catch the wave of social networking to share ideas and learntogether • ANALYSE use technology to understandbetterhowwelearn, and so help uslearnbetter • ASSESSdeveloptechnologies to assesswhatmatters, ratherwhatis easy to assess • APPLYallowtechnology to help learnersapplytheireducation to the real world • PERSONALIZEutiliseartificial intelligence to personaliseteaching and learning

27. WHAT IS THE ROLE OF ICT?(2/2) (Noss, 2012) Technology Enhanced Learning Research Programme • ENGAGE go beyond the keyboard and mouse to learnthroughmovement and gesture • STREAMLINEenhanceteachers’ productivity with new tools for designingteaching and learning • INCLUDEempower the digitally and sociallyexcluded to learn with technology • KNOW employstools to help learnersmakesense of the information overload • COMPUTEunderstandhowcomputersthink, to help learnersshape the world aroundthem • CONSTRUCTunleashlearners’ creativitythrough building and tinkering

28. THE PROCESS OF BUILDING VISIONS Focus on what TEL can bring to core problems in the policy agenda

29. … Equity, competitiveness, Participation, Inclusion Policy issues Educational contribution to address broaderSocietal Agenda Issues i.e. Health and Wellbeing…

30. Thankyou! Claudio Dondi cdondi@scienter.org http://visir-network.eu/