Issues in Imagining Futures
Background; These are notes which will shape my opening workshop at the Imaginarium. I will start by setting out a range of questions to answer to help shape a development framework with which we might be able to express what kind of future we want to build.
Dilemmas; There are a number of dilemmas that need to be resolved before we can start to envision futures. They represent some of the values that we will use to provide the framework with which we might design that future.
Education OR Learning; Are we designing an educational system or learning processes?
Subject-driven OR Interest-driven; Will we build around traditional subjects or learner interests?
International OR Local; Will we look for the “best” we can identify from global experiences or draw on local traditions, experiences, narratives and crafts?
Individual OR Collaborative; Will the focus of this future be individual achievement or collaborative endeavours?
Representative OR Participative; Will we be preparing learners to work within representative or participative contexts?
Hierarchical OR Networked; Do we think the future will be about hierarchies or networks?
Issues; With these dilemmas in mind, and mindful of the values we wish to embody in our project we than have (at least) ten issues to address in developing our education future. They are;
1) Pedagogy; Will our chosen approach be subject-based based pedagogy, collaborative andragogy or creative heutagogy or perhaps one of the emerging ideas like Connectionism, or even a synthesis?
2) Cognition; What thought processes will we be trying to stimulate, the simple understanding of cognition, the more reflexive contemplation of meta-cognition, or the creative, playful innovation of heutagogy?
3) Motivation; Will we be designing for a learner using a separate externally developed curriculum, or will we be co-creating in response to learners interests
4) Collaboration; A critical issue. Are we part of a community of scholars, an intentional community of practice or a learning community. Are we designing for collaboration in the networked world; if so how do we value it?
5) Resources; Will be using traditional resources, Open resources (OER & OCW) or will we be creating resources. How do we cope with the post-digital disorder (Weinberger)?
6) Technology; What mix of technologies will we be designing for, books, e-readers, papers, blackboards, whiteboards, VLEs, apps. Will they be owned by the system or by the user? WIll storage be in the cloud based on learners personal learning environments?
7) Literacies; One of the current features in education is the proliferation of Literacies that have been identified as being relevant; information literacy, media literacy, digital literacy, network literacy, technical literacy and now attention literacy (and more). What competencies do learners need to support their learning?
8) Institutions; What will institutions look like in the future? Universities or community centres or even distributed communities of practice. Will Web 2.0 tools enable use to build organisational Architectures of Participation?
9) Policies; What policies will the institutional context we identify as the future produce? Will it operate in a networked society with a constitution to match. What will education governance look like in the future. Will Gov2.0 change the way we make policies? Can we co-develop policies or will we need managers?
10) Results; What forms of success, or critical success factors, will we use to determine the success of our future project. How will learning be assessed and valued. Could we create wearable qualifications with QRCodes?
CROS Vision; I have many ideas of how the future might shape up, or how we might make it. Here is a story about how I see participative democracy in 2021, but in this project we need CROS to articulate their vision. And like Mike Wesch discusses in From Knowledge to Knowledge-able we need to rethink what we mean by knowledge. I think we have to Put Context into Knowledge – to be discussed!