Recent Changes

Monday, November 18

  1. page Timeline edited ... Winter/Spring, 2014 2014 Horizon Report Europe released ... 17th and November 27th - Dec…
    ...
    Winter/Spring, 2014
    2014 Horizon Report Europe released
    ...
    17th and November 27th - December 8th,6th - 15th, when the
    (view changes)
    9:49 am
  2. page Timeline edited ... November 5 - 17, 2013 Advisory Board makes first pass at Rankings ... 18 - 26, December …
    ...
    November 5 - 17, 2013
    Advisory Board makes first pass at Rankings
    ...
    18 - 26,December 5, 2013
    NMC Staff produce the "Short List"
    November 27December 6 - December 8,15, 2013
    Advisory Board makes final pass at Rankings
    December 916 - January 17,24, 2013
    NMC Staff write the Horizon Report
    January 17,24, 2013, 2014
    Final Draft of Horizon Report sent to Advisory Board
    January 17,24, 2013 - February 12,19, 2014
    Report in Layout and Design
    February 12,19, 2014
    Advance copy to Advisory Board in PDF format
    Winter/Spring, 2014
    (view changes)
    9:49 am

Sunday, November 17

  1. page Advisory Board edited ... FCG International Ltd Finland Vibeke Kløvstad Norwegian Centre for ICT in Education Norwa…
    ...
    FCG International Ltd
    Finland
    Vibeke Kløvstad
    Norwegian Centre for ICT in Education
    Norway

    Ioanna Komninou
    1st Experimental Upper High School of Athens
    (view changes)
    3:52 pm

Tuesday, November 5

  1. page home edited ... Research Question 1: Which of the key technologies will be most important to teaching, learnin…
    ...
    Research Question 1: Which of the key technologies will be most important to teaching, learning, or creative inquiry in European Schools within the next five years?
    Research Question 2: What key technologies are missing from our list?
    ...
    of teaching, research,learning, and service?creative inquiry?
    Research Question
    ...
    the next 5five years?
    Additional Resources -- new information that may be germane to our decisions
    The Advisory Board is continually monitoring the resources in this section, adding new ones as appropriate, to the Research Question discussions.
    (view changes)
    3:44 pm
  2. 9:17 am
  3. page New Topic edited ... Printed OLED Screens. Flexible cheap plastic OLED screens that can be printed are on its way, …
    ...
    Printed OLED Screens. Flexible cheap plastic OLED screens that can be printed are on its way, see http://vimeo.com/31278261 . This costless technology rise an interesting perspective in the production of teaching materials including videos and other visuals.claus.gregersen Oct 30, 2013 [Editor: Moved to be a part of Flexible Displays in RQ1]
    Moved to RQ3 (Trends)
    ...
    a key skillsskill for the
    "The Anywhere School." I will suggest that we consider adding a combination of technologies consisting of {http://cdncache1-a.akamaihd.net/items/it/img/arrow-10x10.png} , Mobility and Social Network who’s colliding gives a perspective for the way schools are organized: “Anything, anywhere anytime”. The perspective is called “The Anywhere Enterprise” in the private sector; see http://www.youtube.com/watch?v=hJlNOmvoM0I . The trend is that our schools are moving to the cloud, students and teachers are bringing multiple mobile devices, and social networks like Facebook more and more are used in an educational context. Together these trends are game changers for the K12. claus.gregersen Oct 30, 2013 this links into the work on 'seamless learning' - see e.g. the UK Open University's Innovating Pedagogy 2013 report, pages 17-19.elizabeth.fitzgerald Oct 30, 2013 This is an important gamechanger in education since many students will choose other ways to learn and schools need to be aware of this. ann.s.michaelsen Oct 31, 2013 ikomninou Nov 3, 2013 Jeroen.Bottema Nov 3, 2013 stefania.bocconi Nov 3, 2013 [Editor: This reads more like a trend and has been moved to RQ3]
    Moved to RQ4 (Challenges)
    (view changes)
    9:13 am
  4. page New Topic edited ... Each new topic entry must include a title, a description similar to the ones that are written …
    ...
    Each new topic entry must include a title, a description similar to the ones that are written now, and, if needed, a rationale as to why it is different from any of the existing topics. The Horizon Project research team will investigate each nomination entered here to see if it meets the criteria set for new topics (eg., that the topic represents a "real" technology, as opposed to a concept, a new idea, or a proposal; that it is sufficiently developed that research, projects, and information about it exist; and that it has a demonstrable link, or strong potential link, to education).
    Please "sign" your contributions by marking them with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples.
    ...
    Classroom Technologies. (Digital(Digital Strategy) Technologies
    I predict new systems will emerge that will be more affordable and open like Office 365 and Sharepoint servers ann.s.michaelsen Oct 31, 2013 ikomninou Nov 3, 2013 Certainly a necessity. tszmarta Nov 3, 2013 Agreedeirdre.butler Nov 3, 2013 Agree Panagiotis.KAMPYLIS Nov 3, 2013 Jeroen.Bottema Nov 3, 2013
    ePortfolio (Digital Strategy) as a particular aspect of personal learning environments, perhaps deserves a heading of its own. jimdevine Oct 25, 2013 - yes, absolutely: PLE as well as personal learning development helga Oct 26, 2013 anna.hoberg Oct 27, 2013 guus Oct 30, 2013 It's especially important because of the increasing importance of competence oriented education! u.simmetsberger Oct 30, 2013 I think it should be analysed together with Open badges as there is a high integration potential between the two stefania.aceto Oct 30, 2013 I would rather prefer a different section, as badges have a "game" component that is not in ePortfolio gabriel.rubio.navarro Oct 30, 2013 ePortfolios are important but should be re-interpreted and re-invented in light of Open Badges. What is important in Open Badges is not the 'game' element (which unfortunately too often exploits obsolete behaviourist theories) but trust and the use of metadata, 2 missing things from ePortfolios, until now. Also the fact that Open Badges are a form of 'distributed ePortfolios'. Serge Oct 30, 2013 When I think of the eportfolios of the future in K12 education, I imagine them linked to assessment and to the specific competences the teacher wants to develop. I imagine flexible tools that provide a lot of useful information about what the students have used and when, and that help the teacher make relevant decisions such as which tasks will be needed to develop and assess what. nuria.desalvador Nov 2, 2013 I appreciate the value of ePortfolios for assessment, yet we need to be very careful that we use assessment as meaning learning about learning, not just for a teacher to make a final decision. The information should be presented in a format that is meaningful to learners and conducive to self-assessment (formative as well as summative), so the role of the teacher should be limited to verify the quality of the self-assessment — and act if not satisfied with the outcomes. Serge Nov 3, 2013 Agree tszmarta Nov 3, 2013 Agree, the notion of "ownership" of the ePortfolio has to be established and as such the learner uses it for their own purposes as well as satisfying criteria that may be established by others. deirdre.butler Nov 3, 2013 Agree with Serge´s comment above! The main challenge is to use also ePortfolios for self-assessment and for learning. Panagiotis.KAMPYLIS Nov 3, 2013
    ...
    User Generated Context: Technology for Learners taking ownership of their learning environment — from cradle to grave. We need to address the current asymmetry in the type of technologies developed for education: we have many teaching technologies (LMS, electronic whiteboards, OER, etc.) and much less authentic learning technologies. Even, most of ePortfolio implementations are institutionally centred. One evidence of this asymmetry is the fragmentation of the learning landscape and infrastructure, which is obvious when a pupil moves from one school to another or when studying at different institutions. Thanks to the rise of knowledge media, we have now many practices based on / leading to user generated contents. What we now need is technologies and practices leading to user generated contexts. Why not build a digital learning environment based on the MineCraft paradigm, i.e. using a technology accessible to everybody? Why should Moodle and the like be left into the hands of the teaching high priests? The issue is not just to make Moodle more open or to give students authoring accounts (to mimic what their teachers do?) but new tools, with which they would be empowered to design their own learning environment(s). Make kids the architects of their collaborative learning environment(s)! This is very different from the individualistic PLE, or the course-focused MOOC. It is more like a co-designed / co-constructed / co-operated open learning environment, some kind of self-generated learning context — autopoiesis. We could christen this new object COOLE (CO-constructed Open Learning Environment). Probably a major contributor to the development of the future OES (Open Education Space). A slightly more elaborated version of this entry: http://wp.me/p3TPZU-3b Serge Nov 2, 2013 ikomninou Nov 3, 2013 This is what could be very exciting and would more genuinely reflect a shared and more equal relationship between students and teachers. deirdre.butler Nov 3, 2013 Jeroen.Bottema Nov 3, 2013 [Editor: This reads more like a challenges and has been moved to RQ4]
    Out of Project Scope
    ...
    3, 2013 [Ed:[Ed: This is
    (view changes)
    9:12 am
  5. page Trends edited ... Moved to RQ4 as Challenges: There is a need for the re-design of physical spaces for learning…
    ...
    Moved to RQ4 as Challenges:
    There is a need for the re-design of physical spaces for learning in schools. Classrooms as we know them, with typical furnishings, are not ideal for the diverse of modes of learning now being discussed under the rubrics of personalised learning and/or collaborative learning. When devising ICT strategies or digital learning strategies at a school level (and we do not do this often enough), it is rare to see consideration being given to the physical spaces in which student and teachers will meet and interact. Investment in ICT infrastructure, virtual environments and digital content needs to be matched with imaginative interventions in interior design and furniture design for 21C learning spaces. jimdevine Oct 28, 2013 agree stefania.aceto Oct 30, 2013 yes - lots of work done/literature on learning spaces and also 'blended spaces' where we see a mix of the physical and digital elizabeth.fitzgerald Oct 30, 2013 gabriel.rubio.navarro Oct 30, 2013 Serge Oct 31, 2013 agree Pieter.Swager Nov 2, 2013 . New physical spaces have to be flexible,adaptative and designed for group-working, co-design and creativity :http://www.jisc.ac.uk/uploaded_documents/JISClearningspaces.pdf and http://learninglabeducation.com/les-go/ Jean-Pierre.Berthet Oct 31, 2013 gabriel.rubio.navarro Nov 2, 2013 vibeke.klovstad Nov 4, 2013Agreedeirdre.butler Nov 3, 2013 Totally agree! See at the JRC-IPTS report (http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6362) the case report of Hellerup School in Denmark, which has adapted the pedagogy and physical space (with a purpose built building with revolutionary design) based on students' needs to promote diversity, flexibility, creativity and to support a variety of learning strategies and styles. Panagiotis.KAMPYLIS Nov 3, 2013
    ...
    TO RQ4 CHALLENGES]CHALLENGES and combined with a similar topic]
    (view changes)
    8:50 am
  6. page Challenges edited ... Education is moving to complexity and system thinking. 'The reform in thinking is a key anthro…
    ...
    Education is moving to complexity and system thinking. 'The reform in thinking is a key anthropological and historical problem. This implies a mental revolution of considerably greater proportions than the Copernican revolution. Never before in the history of humanity have the responsibilities of thinking weighed so crushingly on us.'Edgar Morin. Thanks to technologies at hand, we have the opportunity to create meaningful learning experiences in relation to the education to complexity and system thinking. The issue is not just about accessing, personalised or not, to contents, but the opportunity to educate all citizens to complexity and system thinking, something essential if we want to educate citizens able to make informed decisions in a complex and interconnected world. Thanks to technologies such as the semantic web, big data, modelling, etc. we can create the experimental conditions in all dimensions of initial education to educate learners to complex and system thinking: "We need a kind of thinking that reconnects that which is disjointed andcompartmentalized, that respects diversity as it recognizes unity, and that tries to discern interdependencies. We need a radical thinking (which gets tothe root of problems), a multidimensional thinking, and an organizational orsystemic thinking. Edgar Morin. Serge Oct 30, 2013 (apologies for adding this entry at the top, but I can't take the risk to have this issue overlooked if placed at the bottom :-). Agree and thanks for putting it to the top. We live in a complex world and everyone will need to be capable not only of complex / expert thinking but also complex communication deirdre.butler Nov 3, 2013 very much agree stefania.bocconi Nov 3, 2013vibeke.klovstad Nov 4, 2013
    Schools must address the increased blending of formal and informal learning. Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well-rounded education with real world experience, they must also engage in more informal in-class activities as well as experience learning outside the classroom. In most schools, students are not encouraged to do this, nor to experiment and take risks with their learning, but new models are finding their way into practice. The “flipped classroom,” for example, uses educational materials on the Internet as a primary content strategy. New concepts and material are initially studied outside of school, thus preserving class time to refine mastery with discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non-traditional alternatives to schools that are using more informal approaches indicates that this challenge is being confronted. agreestefania.aceto Oct 30, 2013 Agree simon.drazic Oct 31, 2013 Agree tszmarta Nov 3, 2013 Agreedeirdre.butler Nov 3, 2013 vibeke.klovstad Nov 4, 2013agree stefania.bocconi Nov 3, 2013
    ...
    30, 2013
    -
    - agreehelga Oct
    ...
    Nov 3, 2013 The lack of technoliteracy leads to the inability of citizens to have an informed opinion on current technological trends and influence the choices made by business leaders and give an informed mandate to policymakers. Critical technoliteracy: beyond computer and digital literacy. Concepts of digital and computer literacy grew out of the need to develop the skills and competencies of those using ICT. The European Computer Driving Licence (ECDL) is one example. Other literacy definitions focus on the ability to search, review, compile and publish digital information (see the European Key Competence Framework). Yet, these definitions only address the tip of the iceberg of required literacies to make sense of technological developments. We need to develop critical technoliteracy i.e. "the need to comprehend and make use of proliferating high-technologies, and the political economy that drives them, towards furthering radical democratic understandings and transformations of our worlds." (Reconstructing Technoliteracy: A Multiple Literacies Approach, Richard Kahn and Douglas Kellner). To use the words of Edgar W. Jenkins (1997) "Who benefits, who loses? Who pays? What are the social, environmental, personal, or other consequences of following, or not following, a particular course of action? What alternative courses of action are available? These questions are not always, and perhaps only rarely, going to yield agreed answers, but addressing them is arguably fundamental to any educational program that claims to advance technological literacy for all." To these views, I would add the need for students and citizens to have an understanding of systems and architectures (system thinking), and their genesis. Serge Nov 1, 2013
    Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place. This challenge is an important one in schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real-life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do. - agreehelga Oct 26, 2013 Agree, and would add that assessment systems need to change to accommodate the processes and outcomes of project-based learning - mindful of the adage that 'what gets measured gets done'. Intrinsic motivation is insufficient - the 'system' must value and reward the desired learning practices. jimdevine Oct 29, 2013 I agree, and strongly agree with Jim's point about assessment systems Riina_Vuorikari Oct 29, 2013 Fully agree!! u.simmetsberger Oct 30, 2013 agreestefania.aceto Oct 30, 2013 agree - links in somewhat with what I wrote under the 'geolocation' page (under RQ1) about instilling a sense of place and feeling of community - these can be drawn out in formal education e.g. culture, language, geography, art/design etc - but am not sure this is done in enough schools [[user:elizabeth.fitzgerald|1383155274] I would like to complement Learning that incorporates real life experiences, with learning that has an impact on real life: how what we learn in school can have an impact on society? Serge Oct 30, 2013 Agree tszmarta Nov 3, 2013 Agree deirdre.butler Nov 3, 2013vibeke.klovstad Nov 4, 2013 Agree, and want to suggest that what teachers and schools perceive as 'real life' may not actually be the 'real life' of students. anne.looney Nov 4, 2013
    Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school. agree stefania.aceto Oct 30, 2013 - agreehelga Oct 26, 2013 Agree, and would add that students could be encouraged to keep a diary/ePortfolio of such activities with the opportunity to have this assessed for credits. jimdevine Oct 29, 2013. Fully agree - they will hardly ever work for nothing... u.simmetsberger Oct 30, 2013 Most learning happens out of school...vibeke.klovstad Nov 4, 2013 That's the way it is, so schools have to find their own new niche for their raison d'etre ;) More seriously, if recognition of prior knowledge and assessment of skills&competences were not linked to the seat-time in school, this should not be a problem. [[user:Riina_Vuorikari|1383068674] I think that the goals and contents of education should be integrally in conjunction with the world outside so that there's no problem in implementing the skills learned and knowledge adopted (outside classroom) in the learning activities at school. Does it make any sense to, at school, learn things that are utterly and completely separated from the real life outside school? tiina.sarisalmi Oct 30, 2013 True tszmarta Nov 3, 2013 outdoor education is in keeping with the educational needs of today’s young people as they grapple with considerable changes in a rapidly changing world. This kind of education provide meaningful contextual experiences for students, preparing them to live and work to sustain the cultural and ecological integrity of the places they inhabit ikomninou Nov 3, 2013
    New models of education are bringing unprecedented competition to the traditional models of education. Across the board, institutions are looking for ways to provide a high quality of service and more opportunities for learning. MOOCs are at the forefront of these discussions, and have opened the doorway to entirely new ways of thinking about online learning. Primary and secondary institutions are latecomers to distance education in most cases, but competition from specialized charter schools and for-profit providers has called attention to the needs of today’s students, especially those at risk. USC Hybrid High School in downtown Los Angeles is a good example; its mission is to graduate 100% of its students to be socially and academically prepared for success in college and the workplace. To that end, the school incorporates a flexible schedule, highly integrated online components, and personalized learning plans to keep students engaged and focused on success. - agreehelga Oct 26, 2013 These models are less evident in a European context, where schools remain largely under the public control of Education Ministries. However, 'Charter/Academy' schools are gaining some traction, particularly in UK and Scandanavian countries appear to allow a greater degree of flexibility that enables the emergence of entirely new models of schooling. Examples, include the Hellerup School in Copenhagen http://www.theguardian.com/smart-class-2025/denmark-hellerup-schoop-learning-by-doing and the ESSA Academy in UK
    ...
    3, 2013
    Organizations
    We are challenged by a fundamental change of paradigm in learning and education. It’ll contain change from transference of information to ensure quality while engagingbuilding of knowledge, from learning content to learning skills, from teachers-centred learning to learner-centred learning and from learning separate subjects to phenomenon-based learning. As long as these changes aren’t implemented in the usecore curricula there’s little hope of rapidly changing, ever-evolving technologies. Asreal change. We don’t go towards the change by adopting new informationtechnology. We have to adopt new ways of learning and a new understanding of knowledge. Instead of building new structures of curators and sensors, protective walls and prohibitions, it’s vitally important to learn skills and know-how to cope with exponentially increasing amounts of information created every day. There are already technologies that support new pedagogies and new ones are readily available, atdeveloped every day. However, the fingertipsunderstanding of learners, educational institutions must find waysinevitable change in education has to intervene and remain a partrise from re-definition of knowledge, not from random implementations of modern technologies. tiina.sarisalmi Oct 30, 2013vibeke.klovstad Nov 4, 2013 I'm afraid that the relationshipconnection between the technologychanges of paradigm in education and technological change is overstated (reading John Dewey should suffice to close the student. These organizations must make wise, up-to-date decisions when {http://cdncache1-a.akamaihd.net/items/it/img/arrow-10x10.png} in and implementing technologies. To do so, they must conduct extensive researchargument). For example in the statement " There are already technologies that support new pedagogies." First, 'new' pedagogies are not that new (c.f. Montessori & Co) and regardthe role played by technologies and their potential applications from all angles. Collaborations between institutionsis more at the discourse or marketing level than in reality. Let's take the exploration of emerging technology provide themflipped classroom: this was possible with opportunities to exchange ideas, success stories, obstacles, and develop best practices. Agree. Collaboration within schools, between schools and through networks both national and international (e.g., European Schoolnet) are essential to underpinning good, implementable strategies,paper and pencils. No need for interactive whiteboards or video cameras. The main element of a flipped classroom is not the required CPD. jimdevinevideo watched at home (it could be a text book read at the library) but the more relevant use of classroom time, something that good teachers have practised for ages. Serge Oct 29,31, 2013 ann.s.michaelsen Nov 1, 2013 . Agree gabriel.rubio.navarro Nov 3, 2013 deirdre.butler Nov 3, 2013 vibeke.klovstad Nov 4, 2013Agree stefania.bocconiPanagiotis.KAMPYLIS Nov 3,
    ...
    Nov 4, 2013 Organizations are challenged to ensure quality while engaging in the use of rapidly changing, ever-evolving technologies. As new information and new technologies are readily available, at the fingertips of learners, educational institutions must find ways to intervene and remain a part of the relationship between the technology and the student. These organizations must make wise, up-to-date decisions when {http://cdncache1-a.akamaihd.net/items/it/img/arrow-10x10.png} in and implementing technologies. To do so, they must conduct extensive research and regard technologies and their potential applications from all angles. Collaborations between institutions in the exploration of emerging technology provide them with opportunities to exchange ideas, success stories, obstacles, and develop best practices. Agree. Collaboration within schools, between schools and through networks both national and international (e.g., European Schoolnet) are essential to underpinning good, implementable strategies, and the required CPD. jimdevine Oct 29, 2013 ann.s.michaelsen Nov 1, 2013 . Agree gabriel.rubio.navarro Nov 3, 2013 deirdre.butler Nov 3, 2013 vibeke.klovstad Nov 4, 2013Agree stefania.bocconi Nov 3, 2013
    Too often it is education’s own practices that limit broader uptake of new technologies. Resistance to change simply reflects comfort with the status quo. In many cases, experimentation with or piloting of innovative applications of technologies are often seen as outside the role of teacher or school leader, and thus discouraged. Changing these processes will require major shifts in attitudes as much as they will in policy. Strongly agree jimdevine Oct 29, 2013 agree, I would also add that technology and the related applications/tools emerging are still considered with a fun-like connotation by the majority of teachers and schoolheads and not valued for their learning potential. the subjective vision of school leaders has a role even when the {http://cdncache1-a.akamaihd.net/items/it/img/arrow-10x10.png} of technology is promoted by the Ministry (as often technological choices are in the hands of single schools)
    stefania.aceto Oct 30, 2013vibeke.klovstad Nov 4, 2013 william.jenkins Oct 21, 2013 An understanding of how new technologies get adopted is a key challenge and "The Curse of Expertise" with senior managers can be a challenge (as we have seen with other sectors - music, retail, gaming, photography etc). This report highlights what some of the issues are and is designed to help educators understand how new technology gets adopted http://www.tech-stories.co.uk/reports/Technology_in_FE.pdf
    ...
    We need to deal with Issues of data protection. All the great potential of digital media, learning analytics and big data also holds risks and reservations regarding proper use of data and data protection. -helga Oct 26, 2013 Agree jimdevine Oct 29, 2013 agree stefania.aceto Oct 30, 2013 It is also a great opportunity! Serge Oct 30, 2013 gabriel.rubio.navarro Nov 2, 2013 agree! ikomninou Nov 3, 2013 Sometime it’s hard to tell whether you are the user or the product claus.gregersen Nov 3, 2013 Panagiotis.KAMPYLIS Nov 3, 2013vibeke.klovstad Nov 4, 2013
    Initial teacher education needs updating to encompass digital learning. A majority of students entering teacher education colleges are highly digitally literate in a personal capacity. However, their ability to develop these skills in a way that supports teaching practice and the learning practices of their students must feature strongly in the college programmes that prepare the next generation of teachers. jimdevine Oct 29, 2013 Yes, agree.Riina_Vuorikari Oct 29, 2013 agree stefania.aceto Oct 30, 2013 Easier said than done. In Finnish teacher education the colleges/universities are equipped with the newest technology, but there are very few lecturers or professors able to really use the technologies and applications in a pedagogically meaningful way. tiina.sarisalmi Oct 30, 2013 I cannot agree more, Tiina! Finding pedagogical ways of using technology is very difficult and slow, and needs practice in real contexts. When it works, it seems so easy, nobody cares too much about how it was made to work. Universities often do not provide real context but fill the mind of pre-service teachers with theories that are far from viable . Overcoming student resistance to new approaches when you are trying to do something you are not completely sure of takes time and effort apart from courage and careful planning. Using technology is one thing, and using it in the class, quite another.nuria.desalvador Nov 2, 2013 Strongly agree! Agree strongly - the young people entering teacher education may be digital natives, but the teacher educators are not ! anne.looney Nov 4, 2013Panagiotis.KAMPYLIS Nov 3, 2013 Agree vibeke.klovstad Nov 4, 2013stefania.bocconi Nov 3, 2013 Is the problem that teachers don't know how to use technologies or that they don't know how students learn (not to say that they don't know how to teach!)? If teachers had the inquiry minds they are supposed to 'teach' pupils and students, then they should be in a position to explore with them new practices, so event if they are not properly trained during their initial teacher training, they would be in a position to learn with/from their pupils and students. The problem is not that they don't know how to use technologies, but that their mental framework is very far away from inquiry. Adding lectures and even a bit of practice during initial teacher education won't change anything to it. What needs to be changed is not their skill set (the easy part) but their mind set! Serge Oct 31, 2013
    We are challenged by a fundamental change of paradigm in learning and education. It’ll contain change from transference of information to building of knowledge, from learning content to learning skills, from teachers-centred learning to learner-centred learning and from learning separate subjects to phenomenon-based learning. As long as these changes aren’t implemented in the core curricula there’s little hope of real change. We don’t go towards the change by adopting new technology. We have to adopt new ways of learning and a new understanding of knowledge. Instead of building new structures of curators and sensors, protective walls and prohibitions, it’s vitally important to learn skills and know-how to cope with exponentially increasing amounts of information created every day. There are already technologies that support new pedagogies and new ones are developed every day. However, the understanding of inevitable change in education has to rise from re-definition of knowledge, not from random implementations of modern technologies. tiina.sarisalmi Oct 30, 2013vibeke.klovstad Nov 4, 2013
    I'm afraid that the connection between changes of paradigm in education and technological change is overstated (reading John Dewey should suffice to close the argument). For example in the statement " There are already technologies that support new pedagogies." First, 'new' pedagogies are not that new (c.f. Montessori & Co) and the role played by technologies is more at the discourse or marketing level than in reality. Let's take the flipped classroom: this was possible with paper and pencils. No need for interactive whiteboards or video cameras. The main element of a flipped classroom is not the video watched at home (it could be a text book read at the library) but the more relevant use of classroom time, something that good teachers have practised for ages. Serge Oct 31, 2013 Panagiotis.KAMPYLIS Nov 3, 2013

    There is a mainstreaming gap in education. It's easy and self-reinforcing to work with motivated and well-equipped schools where conditions for innovation and change are fertile, and then to generalise from them what works for the majority of schools (Mike Trucano wrote interestingly on this 'Matthew Effect' (http://blogs.worldbank.org/edutech/matthew-effect-educational-technology). However their culture and attitudes may not be the same. Systemic change is a huge challenge. A small step forward has perhaps been shown in iTEC's Eduvista (http://eduvista.eun.org) toolkit where after experiences in 2000 classrooms, the emphasis has settled on a whole process beginning with self-review, identifying trends and challenges, opportunities, and only then considering how and which technologies may contribute to change. roger.blamire Oct 30, 2013 I agree that systemic change is a huge challenge. See a framework for effective policies and strategies to mainstream ICT-enabled learning innovations (based on 7 case reports from Europe and Asia) at the JRC-IPTS report (http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6362) Panagiotis.KAMPYLIS Nov 3, 2013vibeke.klovstad Nov 4, 2013
    Challenges are uneven across Europe. In many countries there are still fundamental equipment and infrastructure challenges that have to be met if any change is to take place. The Survey of Schools (essie.eun.org) found that ratios varied from more than 1 computer per student to 23:1 depending on the country. In others, the infrastructure is there but the challenge is low teacher use of it. roger.blamire Oct 30, 2013 gabriel.rubio.navarro Nov 2, 2013
    As we are integrating Internet based activities and services into education settings the need for a faster and broader Internet increases. Possibly is one of the key challenges to reach to mainstream some of the ideas seen in this project. Without this, very little can be done with {http://cdncache1-a.akamaihd.net/items/it/img/arrow-10x10.png} , web based services, etc etc... gabriel.rubio.navarro Oct 30, 2013 True! simon.drazic Oct 31, 2013
    The lack of technoliteracy leads to the inability of citizens to have an informed opinion on current technological trends and influence the choices made by business leaders and give an informed mandate to policymakers. Critical technoliteracy: beyond computer and digital literacy.
    Concepts of digital and computer literacy grew out of the need to develop the skills and competencies of those using ICT. The European Computer Driving Licence (ECDL) is one example. Other literacy definitions focus on the ability to search, review, compile and publish digital information (see the European Key Competence Framework). Yet, these definitions only address the tip of the iceberg of required literacies to make sense of technological developments. We need to develop critical technoliteracy i.e. "the need to comprehend and make use of proliferating high-technologies, and the political economy that drives them, towards furthering radical democratic understandings and transformations of our worlds." (Reconstructing Technoliteracy: A Multiple Literacies Approach, Richard Kahn and Douglas Kellner). To use the words of Edgar W. Jenkins (1997) "Who benefits, who loses? Who pays? What are the social, environmental, personal, or other consequences of following, or not following, a particular course of action? What alternative courses of action are available? These questions are not always, and perhaps only rarely, going to yield agreed answers, but addressing them is arguably fundamental to any educational program that claims to advance technological literacy for all." To these views, I would add the need for students and citizens to have an understanding of systems and architectures (system thinking), and their genesis. Serge Nov 1, 2013
    Schools
    Schools need to
    ...
    3, 2013 We need to treat schools as learning organizations. Pupils and students are moving (slowly) from the right column of the balance sheet to the left. In accounting, the left side of the balance sheet represents the assets while the costs and liabilities are on the right side. While there are discussions among enlightened businesses to put on the left side of the balance sheet the intellectual and social capital of their employees, pupils and students tend to remain in the costs and liabilities column. This has to change, and it has already started. How? Looking at the number of initiatives where learners are not just 'consumers' of knowledge, but where each child seizes the opportunity "to work out something specifically his own, which he may contribute to the common stock, while he, in turn, participates in the productions of others" (John Dewey, Moral Principles in Education). This is achievable through authentic learning, real science (not just repeating year after year the same exercises) addressing real world problems at each level of education. This is of course closely connected with treating schools as learning organisations, something started some time ago in business. Serge Oct 31, 2013 anna.hoberg Nov 3, 2013 We need to focus more on deeper learning and understanding. Today's school's are taking in to many themes in their subjects, there is no evidence on PISA results saying that schools with 60-80 themes within a subject are better than 18-20 vibeke.klovstad Nov 4, 2013 [Editor: MOVED TO RQ4 CHALLENGES]
    A redefinition of the value chain of education is taking place. Sorry to use such an economic concept but, in fact, what we can see in our country is a whole redefinition of actors, roles played by them, content they offer, outcomes expected... As digital content (OER, digital textbooks...) is more present in the market and in schools, who produces content (not only traditional publishing houses, but startups, groups of teachers, schools...), who buy it (families, administrations, schools), how this content is used (or licensed...), how it is offered to the society (via online central catalogue, and/or directly from publishers to market and/or traditional book shops...), how it is distributed to schools and students, etc etc etc The different choices made during this process of redefinition of actors in the value chain of education will make possibly a difference in the medium term: some doors will open or will be closed, and that will affect the work done at classroom level. For example, some elearning platforms that could be used for distribution of contents till the classroom are more project based orientated than others... so technology choices are going to be crucial in classroom performance possibilities... To make this redefinition smoothly and the less painful for everybody, it is necessary that decission makers are very well informed. gabriel.rubio.navarro Nov 2, 2013 vibeke.klovstad Nov 4, 2013Agree stefania.bocconi Nov 3, 2013
    There are health issues related to the high exposure to electronic devices. Several educational stakeholders express their concerns about students’ and teachers' health (e.g., Visual Display Terminal syndrome), with regard to their high exposure to electronic devices such as netbooks and smartphones during the school day which makes it essential that the day is planned with physical exercise and hands-on activities in between screen work. Panagiotis.KAMPYLIS Nov 3, 2013
    New challenges moved here from RQ2:
    User Generated Context: Technology for Learners taking ownership of their learning environment — from cradle to grave. WeWe need to
    ...
    learning technologies. User Generated Context: Technology for Learners taking ownership of their learning environment — from cradle to grave. Even, most
    ...
    learning environment(s). Make
    We need to make
    kids the
    ...
    collaborative learning environment(s)!environment(s). This is
    ...
    to RQ4]
    Moved here from RQ3, and combined with a similar challenge listed above -- DO NOT ADD TO VOTING:
    We need to treat schools as learning organizations. Pupils and students are moving (slowly) from the right column of the balance sheet to the left. In accounting, the left side of the balance sheet represents the assets while the costs and liabilities are on the right side. While there are discussions among enlightened businesses to put on the left side of the balance sheet the intellectual and social capital of their employees, pupils and students tend to remain in the costs and liabilities column. This has to change, and it has already started. How? Looking at the number of initiatives where learners are not just 'consumers' of knowledge, but where each child seizes the opportunity "to work out something specifically his own, which he may contribute to the common stock, while he, in turn, participates in the productions of others" (John Dewey, Moral Principles in Education). This is achievable through authentic learning, real science (not just repeating year after year the same exercises) addressing real world problems at each level of education. This is of course closely connected with treating schools as learning organisations, something started some time ago in business. Serge Oct 31, 2013 anna.hoberg Nov 3, 2013 We need to focus more on deeper learning and understanding. Today's school's are taking in to many themes in their subjects, there is no evidence on PISA results saying that schools with 60-80 themes within a subject are better than 18-20 vibeke.klovstad Nov 4, 2013 [Editor: MOVED TO RQ4 CHALLENGES]

    (view changes)
    8:49 am
  7. page Trends edited ... Trend Name. Add your ideas here with a few of sentences description including full URLs for re…
    ...
    Trend Name. Add your ideas here with a few of sentences description including full URLs for references (e.g. http://horizon.nmc.org). And do not forget to sign your contribution with 4 ~ (tilde) characters!
    The abundance of resources and relationships made easily accessible via the Internet is challenging us to revisit our roles as educators. Institutions must consider the unique value that schools add to a world in which information is everywhere, and generally free. In such a world, sense-making and the ability to assess the credibility of information are paramount. Mentoring and preparing students for the world in which they will live and work is again at the forefront. Schools have always been seen as critical paths to educational credentialing, but challenges from competing sources are redefining what these paths can look like. - agree helga Oct 26, 2013Agree, but would also add that Ministries of Education, policy makers and those responsible for determining the schools curriculum and assessment systems must revisit their own thinking - too often we think of educators as those on the frontline in schools, but they can do little to change if the system itself is inflexible. jimdevine Oct 28, 2013 stefania.bocconi Nov 3, 2013 Very true! But this asks for longer term vision discussions between decision makers and unfortunately most politicians are not able/willing/daring to go for it and take real responsabilities. guus Oct 30, 2013I agree. Also, education undoubtly isthe primary institutional context to support learning among children but it is often in informal learning contexts we can investigate where and how children and young people “practise’ their skills and competences. One more challenge technology has created for education is how to develop learning strategies to better utilise informal learning opportunities and forge links across in and out of school contexts. papaioannou.t Oct 30, 2013 yes very true - we need to look at how we effectively curate resources - or teach our pupils to become curators - and also the process of creating resources in the first place elizabeth.fitzgerald Oct 30, 2013This is an important key trend and I'm happy to say that Norway has opened up for the use of the internet during some exams. This is a step in the right direction and important if we want teachers to change what goes on in the classroom. ann.s.michaelsen Oct 31, 2013 Teacher and student must learn how to efficiently curate contents on the internet. simon.drazic Oct 31, 2013 The role of teachers as curators of learning resources can be boosted by the internet. oysteinjohannessen Nov 2, 2013 I agree. I think that Internet can help many teaching and learning approaches, such as inquiry learnig ikomninou Nov 3, 2013 The gaining popularity for the changing role of teachers forces the late developers also to challenge themselves with new ideas, tools and methods. tszmarta Nov 3, 2013 Indeed the challenge now is not access to information / resources rather we need to develop learners sense of "criticality" as to the authenticity, credibility and suitability of these resources. They need to be able to create / contribute their own resources too which challenges them to be able to use a range of tools and work with a multitude of modalities for a range of different contexts. deirdre.butler Nov 3, 2013 Panagiotis.KAMPYLIS Nov 3, 2013vibeke.klovstad
    ...
    a quite {http://cdncache1-a.akamaihd.net/items/it/img/arrow-10x10.png} phenomenon,common phenomenon, to anticipate
    ...
    applications supported by {http://cdncache1-a.akamaihd.net/items/it/img/arrow-10x10.png} technologiesbytechnologies that can
    Education paradigms are shifting to include online learning, hybrid learning, and collaborative models. Students already spend much of their free time on the Internet, learning and exchanging new information — often via their social networks. Institutions that embrace face-to-face/online hybrid learning models have the potential to make use of the online skills learners have already developed independent of academia. Online learning environments have distinct advantages over physical campuses, including opportunities for greater collaboration while equipping students with stronger digital skills. Hybrid models, when designed and implemented successfully, enable students to travel to campus for some activities, while using the network for others, taking advantage of the best of both environments. - agreehelga Oct 26, 2013 Agree, but again what is critical to successful deployment is a curriculum that supports diversity in modes of learning and a school with a strong sense of digital purpose.jimdevine Oct 28, 2013.This is still a vision, at least in Southern European Schools (or even science fiction). Besides, we must be careful in differentiating between online skills to play chat navigate and online skills for learning which most children (and also teachers, I am afraid) do not have. stefania.aceto Oct 30, 2013 Agree, my experience is that students at third level are wonderful with FaceBook etc for personal use but are less inclined to work collaboratively online with a learning task. Panagiotis.KAMPYLIS Nov 3, 2013 [[user:stefania.bocconi|vibeke.klovstad Nov 4, 2013
    Increasingly, students want to use their own technology for learning. As new technologies are developed at a more rapid and at a higher quality, there is a wide variety of different devices, gadgets, and tools from which to choose. Utilizing a specific device has become something very personal — an extension of someone’s personality and learning style — for example, the choice one makes between the iOS or the Android platforms. Students (and teachers) appreciate being able to give a presentation or conduct research with tools that are familiar and productive for them personally. As handheld technology continues to be ever more capable and more affordable, students often have access to more advanced equipment in their personal lives than at school. - this is also to be seen in connection with BYODhelga Oct 26, 2013 But it means for schools that they have to give to students more responsability and opportunity to play a more important role in planning and realizing their own learning paths...guus Oct 30, 2013 Jeroen.Bottema Nov 3, 2013 yes - this, and the point above about educational paradigms shifting - both refer to seamless learning (also referred to below) - where learning crosses "seams" in our lives i.e. not just learning in schools, or at home, but when travelling/in transit, waiting for friends, whilst out shopping etc. elizabeth.fitzgerald Oct 30, 2013 I agree, but our educational systems should be adapted. I Greece it is not permited to use these technologies at schoolsikomninou Nov 3, 2013
    ...
    material is {http://cdncache1-a.akamaihd.net/items/it/img/arrow-10x10.png} overspread over a huge
    People expect to be able to work, learn, and study whenever and wherever they want. This trend is certainly true for most adults, and many well-paying jobs literally can be done from anywhere that has a mobile Internet connection. It is also true for many of today’s school-age children, who live their lives in a state of constant connection to their peers, social groups, and family. While some decry the constant flow of information as a distraction or worse (with some justification), others see the opportunity to “flip” expectations about what is homework and what is schoolwork by taking advantage of those connections as learning opportunities. The implications for formal learning are profound, as flipping uses the resources on the Internet to free up valuable teacher classroom time, and fundamentally changes the teacher-student relationship. When students know how to use their network connections for more than texting, learning becomes much more serendipitous, opening the door to “just-in-time” learning, and “discovered” learning. The importance of project-based learning and inquiry learning cannot be understated in this context. jimdevine Oct 28, 2013 agreestefania.aceto Oct 30, 2013 yes - another example of seamless learning :) elizabeth.fitzgerald Oct 30, 2013 True!! simon.drazic Oct 31, 2013 - Agree Jean-Pierre.Berthet Oct 31, 2013 agree, this is coming and school that don't take this into consideration will loose students who will find other ways to learn online ann.s.michaelsen Nov 1, 2013vibeke.klovstad Nov 4, 2013 agree, in my opinion this is the future and we should be prepared to take advantages of this ikomninou Nov 3, 2013 Museums are more and more offering their share in providing learning opportunities with technologies. tszmarta Nov 3, 2013 Ooops, I am surprised that this thread has received just positive feedback. I strongly agree that the internet and new media offer us additional potential. But transfering the first sentence about adults and work contexts to schools make me think of an anarchistic education. We still discover new methods of making use of the internet but I hope to read about the limits in the upcoming challanges-section as well. anna.hoberg Nov 3, 2013
    Social media is changing the way people interact, present ideas and information, and communicate. More than one billion people use Facebook regularly; other social media platforms extend those numbers to nearly one third of all people on the planet. Educators, students, and even the general public routinely use social media to share current events, opinions, and articles of interest. Likewise, scientists and researchers use social media to keep their communities informed of new developments. The fact that all of these various groups are using social media speaks to its effectiveness in engaging people. The impact of these changes in scholarly communication and on the credibility of information remains to be seen, but it is clear that social media has found significant traction in almost every education sector. It is not uncommon, for example, to see teachers using Facebook, Twitter, Google Hangouts, and other platforms to connect with their students. - agree: whether or not students use social media for school/learning purposes, the fact that most of them are using them privately already has a huge influence on their ways of interaction and communication helga Oct 26, 2013 Again, the connection to curriculum and how such forms of collaborative/social learning are assessed for credit is important. jimdevine Oct 28, 2013 agreestefania.aceto Oct 30, 2013 - agree tiina.sarisalmi Oct 30, 2013 I agree simon.drazic Oct 31, 2013 agree Pieter.Swager Oct 31, 2013 agree tszmarta The potensial in social media has not yet been seen in education. When teachers or students can put together their own "spotify" list of OER and be connected to colleges or peers within themes their are interested in... vibeke.klovstad Nov 4, 2013 agreedeirdre.butler Nov 3, 2013 stefania.bocconi Nov 3, 2013
    ...
    There is a new emphasis in the classroom on more challenge based, active learning. Challenge Based Learning and similar methods foster more active learning experiences, both inside and outside the classroom. As technologies such as tablets and smartphones now have proven applications in schools, educators are leveraging these tools, which students already use, to connect the curriculum with real life issues. The active learning approaches are decidedly more student-centered, allowing them to take control of how they engage with a subject and to brainstorm and implement solutions to pressing local and global problems. The hope is that if learners can connect the course material with their own lives and their surrounding communities, then they will become more excited to learn and immerse themselves in the subject matter. Studies of challenge-based learning in practice, including two authored by the NMC, depict an increase in the uptake of 21st Century Skills among learners, including leadership and creativity. For challenge-based learning to achieve real traction, correspondence with curriculum is important. jimdevine Oct 28, 2013. And we need well prepared teachers for this. guus Oct 30, 2013 gabriel.rubio.navarro Oct 30, 2013 - Agree, Challenge Based Learning or Activity Based Learning can be strongly related to Flipped Classroom Jean-Pierre.Berthet Oct 31, 2013 we need to move from teacher centered to learner centered classrooms and technology can help us here. Connecting course material to authentic work is the key. ann.s.michaelsen Nov 1, 2013 Agree but for this to happen there needs to be a serious engagement by policy makers to ensure that teachers are developed / challenged to deign "Challenge based" learning environments. They need to be supported to understand what these learning environments are. How can they imagine an environment they themselves have never experienced?deirdre.butler Nov 3, 2013 Panagiotis.KAMPYLIS Nov 3, 2013 The technology are giving new ways of colleboration in a deeper and better way vibeke.klovstad Nov 4, 2013very much agree stefania.bocconi Nov 3, 2013
    There is an increasing interest in using new sources of data for personalizing the learning experience and for performance measurement. As learners participate in online activities, they leave a clear trail of analytics data that can be mined for insights. Learning analytics experiments and demonstration projects are currently examining ways to use data for enrichment. Dashboards filter this information so that student progress can be monitored in real time. As the field of learning analytics matures, the hope is that this information will enable continual improvement of learning outcomes. - agreehelga Oct 26, 2013 Agree, but questions of privacy and ethical use of data need attention a priori. jimdevine Oct 28, 2013 yes - LOTS of work being done on learning analytics at the moment - and a fairly new conference series (LAK) elizabeth.fitzgerald Oct 30, 2013vibeke.klovstad Nov 4, 2013 Learning analytics could be great, but it could also dumb-down education: as the idea behind LA is crunching numbers, then it is very likely that in some areas teachers and curriculum designers will increase the number of tests, MCQ etc. in order to feed-in the LA Moloch! What we certainly don't want to have the long tail of LA wagging the dog of learning! In a document SURF suggests to use LA to define which test items can best predict the final result in a test? (http://www.surf.nl/en/themas/InnovationinEducation/learninganalytics/Pages/default.aspx). This is not only self-referential, but the whole idea of Testing and Test-Driven Learning where SURF hopes to develop LA is one of the saddest avatars of pop behaviourist theory. Test-driven learning can only lead to subservient learners, kills creativity (you do only the things you need to do to pass the test) and initiative (ibid). It is the absolute killer of self-directed learning !!!! As Alfie Kohn writes in Punished by Rewards: "The more we try to measure, control, and pressure learning from without, the more we obstruct the tendencies of students to be actively involved and to participate in their own education. Not only does this result in a failure of students to absorb the cognitive agenda imparted by educators, but it also creates deleterious consequences for the affective agendas of schools [that is, how students feel about learning].... Externally imposed evaluations, goals, rewards, and pressures seem to create a style of teaching and learning that is antithetical to quality learning outcomes in school, that is, learning characterized by durability, depth, and integration." Serge Oct 31, 2013 Strongly agree, similar to testing regimes (the test tests what the test tests) , LA needs to be informed by learning science and not just what is easy to dodeirdre.butler Nov 3, 2013 Panagiotis.KAMPYLIS Nov 3, 2013
    ...
    Nov 4, 2013 The world of work sets trends for education in schools. There are noumerous topics, starting from entrepreneurship or collaboration to the point of career counceling that companies are interested in and what they shift successfully to schools. Judged from a positive perspective I think, students are being better and better prepaired for the job lifes. From a negative perspective I see that the world of work is starting with the beginning of school and allows less space for a free and natural self-development. I think that in times of demographic changes we will need a balanced procedure of both to look for future employability. anna.hoberg Nov 3, 2013
    The nature of digital learning, from the design of the learning environment to how it is experienced by the teacher and individual student is changing radically. Team teaching. The role of the teacher as a sole practitioner is no longer viable, and there is a need to create the conditions for closer collaboration among teachers and for team teaching in many situations. jimdevine Oct 28, 2013 guus Oct 30, 2013 isn't this a variation on peer teaching/peer learning? elizabeth.fitzgerald Oct 30, 2013 Super-sized classrooms are good examples of teachers working simultaneously in the same space http://www.teachingpersonnel.com/news/2012/7/5/head-teacher-expands-70-pupil-classes/. But collaboration should not be just among teachers, but among learners, the more experts coaching or mentoring the less experienced. http://www.soundout.org/teaching.html Serge Oct 31, 2013 Agreenuria.desalvador Nov 2, 2013 Agreedeirdre.butler Nov 3, 2013 Panagiotis.KAMPYLIS Nov 3, 2013 vibeke.klovstad Nov 4, 2013stefania.bocconi Nov 3, 2013
    ...
    Nov 4, 2013* Socio-economic2013
    Socio-economic
    and political trends. Schoolstrends mitigate against innovation and technology adoption. Schools don't operate
    Learning takes more and more place in different kinds of formal and informal networks. They may grow into communities of learning or communities of practice, disintegrate and form again. Participants have different kinds of roles in the networks and the roles can change. The basic feature of a network is that it’s not hierarchical and it’s not owned, so it’s inherently democratic and remains as long as you get as much as you give. Society of networks was a mega trend already 20 years ago, but its true meaning has changed through internet. Through social media networks have become a part of our every day life. Being flexible and quick, they're starting to play bigger and bigger role as one very important learning envirronment. tiina.sarisalmi Oct 30, 2013 vibeke.klovstad Nov 4, 2013I don't think this is a new trend though - this has always been the case - communities of practice, rhizomatic learning, wildfire activities etc. etc. - it's just easier to do now that many people across the world are increasingly online elizabeth.fitzgerald Oct 30, 2013 I'm working in this field at the moment, creating networks for teachers' continuous professional development, supporting sharing, building new knowledge, peer-to-peer learning, collaborating online in different kinds of virtual social networks, combining formal and informal. It's a new way of learning and has to be learned. We must learn to create networks, join them and collaborate in them. These all are skills that haven't so far been taught at schools. But they should. And this is and will be a key trend in education. tiina.sarisalmi Oct 30, 2013 agree networks both for teachers and students are important. ann.s.michaelsen Nov 1, 2013 Agree gabriel.rubio.navarro Nov 3, 2013 Agree deirdre.butler Nov 3, 2013 Totally agree that networks will be a key trend in European education. In one recent JRC-IPTS report there is reference to the notion of networks of networks that is piloted in Japanese schools (http://ftp.jrc.es/EURdoc/JRC83503.pdf, e.g. p. 80) Panagiotis.KAMPYLIS Nov 3, 2013 stefania.bocconi Nov 3, 2013
    Pupils and students are moving (slowly) from the right column of the balance sheet to the left. In accounting, the left side of the balance sheet represents the assets while the costs and liabilities are on the right side. While there are discussions among enlightened businesses to put on the left side of the balance sheet the intellectual and social capital of their employees, pupils and students tend to remain in the costs and liabilities column. This has to change, and it has already started. How? Looking at the number of initiatives where learners are not just 'consumers' of knowledge, but where each child seizes the opportunity "to work out something specifically his own, which he may contribute to the common stock, while he, in turn, participates in the productions of others" (John Dewey, Moral Principles in Education). This is achievable through authentic learning, real science (not just repeating year after year the same exercises) addressing real world problems at each level of education. This is of course closely connected with treating schools as learning organisations, something started some time ago in business. Serge Oct 31, 2013 anna.hoberg Nov 3, 2013 We need to focus more on deeper learning and understanding. Today's school's are taking in to many themes in their subjects, there is no evidence on PISA results saying that schools with 60-80 themes within a subject are better than 18-20 vibeke.klovstad Nov 4, 2013
    In
    In a world
    ...
    almost every device thedevice, ideas are
    ...
    Oct 31, 2013
    The world of work sets trends for education in schools. There are noumerous topics, starting from entrepreneurship or collaboration to the point of career counceling that companies are interested in and what they shift successfully to schools. Judged from a positive perspective I think, students are being better and better prepaired for the job lifes. From a negative perspective I see that the world of work is starting with the beginning of school and allows less space for a free and natural self-development. I think that in times of demographic changes we will need a balanced procedure of both to look for future employability. anna.hoberg Nov 3,
    2013
    New trends moved here from RQ 2:
    The amount of data is increasing, making content curation a critical 21st century skill. simon.drazic Oct 31, 2013 Curated Content: In XXI Century Education and around the web, content isn't king because appear Curation - new Social Media King LucianeCurator Oct 9, 2013 [Editor: This reads more like a trend and has been moved to RQ3]
    ...
    new perspectives to how schools can be organized to beon the concept of an "Anywhere Schools."School." I will
    ...
    consisting of {http://cdncache1-a.akamaihd.net/items/it/img/arrow-10x10.png}??? The perspective
    Moved to RQ4 as Challenges:
    ...
    3, 2013
    We need to treat schools as learning organizations. Pupils and students are moving (slowly) from the right column of the balance sheet to the left. In accounting, the left side of the balance sheet represents the assets while the costs and liabilities are on the right side. While there are discussions among enlightened businesses to put on the left side of the balance sheet the intellectual and social capital of their employees, pupils and students tend to remain in the costs and liabilities column. This has to change, and it has already started. How? Looking at the number of initiatives where learners are not just 'consumers' of knowledge, but where each child seizes the opportunity "to work out something specifically his own, which he may contribute to the common stock, while he, in turn, participates in the productions of others" (John Dewey, Moral Principles in Education). This is achievable through authentic learning, real science (not just repeating year after year the same exercises) addressing real world problems at each level of education. This is of course closely connected with treating schools as learning organisations, something started some time ago in business. Serge Oct 31, 2013 anna.hoberg Nov 3, 2013 We need to focus more on deeper learning and understanding. Today's school's are taking in to many themes in their subjects, there is no evidence on PISA results saying that schools with 60-80 themes within a subject are better than 18-20 vibeke.klovstad Nov 4, 2013 [Editor: MOVED TO RQ4 CHALLENGES]

    (view changes)
    8:40 am

More