Yesterday the Donnell-Kay Foundation announced ReSchool Colorado, “a game changing, multi-year effort to create a new state public education system where learning is reimagined and students graduate energized and equipped to thrive in a rapidly changing world.” It aims to be, as they put it, “transformative to the core,” recreating the whole system of learning to prepare today’s students for an emerging world whose contours we can only partially anticipate today. Continue reading
“Let’s face it, parents want schools to provide free babysitting,” a district superintendent said in one of my recent workshops on the future of learning. Although I hadn’t framed it that way, I’d been thinking about this dimension of the many services besides learning that the current public education system provides when considering the demands that creating more flexible combinations of learning experiences could make on parents and families. Continue reading
When leading a workshop on the future of learning for the New Mexico Coalition of Educational Leaders last week, Katherine Prince was struck by the ways in which the conversation kept cycling back toward two seemingly disparate but intricately intersecting themes:
- The need for the new learning ecosystem to be led by learning agents who manage decisions with learners and their families locally and
- The need to cultivate wide ownership for learning among families and across businesses, communities, and other stakeholder groups. Continue reading
At the American Alliance for Museums’ convening on the future of education in September, I had the pleasure of sharing two scenarios of the future that seem plausible in light of our forecast on the future of learning:
• A vibrant learning grid in which all of us who care about learning create a flexible and radically personalized learning ecosystem that meets the needs of all learners
• A fractured landscape in which only those whose families have the time, money, and resources to customize or supplement their learning journeys have access to learning that adapts to and meets their needs. Continue reading
As I’ve worked with superintendents’ groups around the country this fall, conversations about the potential to create radically personalized learning for all young people have consistently highlighted the need to think anew about the many kinds of infrastructure that might support districts in making such a shift – or prevent them from doing so. As a New Hampshire superintendent in whose district one elementary school is pursuing mass customization observed, today’s data systems and curricular resources do not align with such tailored support for learning. Innovative districts are often working around such systems and are coming up against the limits of their individual spans of control. Continue reading
District participants at a recent Connecticut Association of Public School Superintendents workshop on the future of learning emphasized the potential to pursue regional solutions that can meet the needs of more learners, instead of every district’s struggling to meet every need on its own. They saw the potential both for districts to collaborate in creating regional solutions today and for those solutions to open the way toward even greater innovation tomorrow. As we looked ten years out and envisioned the best possibilities for learning, participants saw such boundary-spanning as a strategy that they could employ today to move toward a personalized future of learning that truly meets the needs of all students. Continue reading
Looking back at where we’ve come since the publication of “A Nation at Risk” thirty years ago from the perspective of looking ahead to the trends shaping learning ten years out provided, as my colleague Jesse Moyer anticipated in his related post, much food for thought and commentary.
Given my focus on looking ahead toward a vibrant learning ecosystem in which all learners have the opportunity and support to prepare to their fullest for college, career, and civic life – which would represent a profound system transformation from an industrial to an ecological paradigm – it struck me that the report’s authors wrote of “the task of rebuilding our system of learning” (14). Continue reading
As our most recent forecast highlights, trends such as a move toward a sharing economy, the emergence of a do-it-yourself culture, the proliferation of real-time feedback about what is happening in communities, and inside-out urban schools point toward the potential for learning to become embedded across civic landscapes in ways that are hard to envision today. As we increasingly approach cities as shared spaces that we not only cohabit but also co-create, we have the potential to re-imagine learning as a shared community asset. Indeed, those communities that create rich learning landscapes could revitalize not just their education systems but also their economies and cultures. Continue reading
In July I had the pleasure of collaborating with ASCD to design their Leader to Leader conference around KnowledgeWorks’ forecast on the future of learning, Recombinant Education. It highlights the emerging opportunity to combine talent and resources in new ways to ensure that every child has the best possible support in realizing his or her full potential.
Indeed, as the accompanying infographic details, we think that it is possible to create a diverse learning ecosystem characterized by radical personalization, one in which learning adapts to each child. Getting there will require a collaborative and ongoing design process out of which many right solutions will emerge. Continue reading
For the past several years, we’ve been referring to students as “learners” in our strategic foresight publications as one way of making the point that we need to rethink not just how, when, and where learning occurs but also what relationships exist in relation to it. As I’ve worked with education stakeholders around the country to envision their ideal future learning ecosystems, the structures and details have varied, but the designs have consistently put learners at the center.
When the staff of NC New Schools approached this task last month, one of the groups decided that “learners” didn’t go far enough in conveying the change that needs to take place. Instead, they deliberately placed “scholars” at the center of their learning ecosystem map in order to make the point that young people need to become active agents of their own learning. Continue reading