Earlier this week I had a chance to chat with Larry Jacobs of Education Talk Radio and Elizabeth Merritt of the American Alliance of Museums’ Center for the Future of Museums about AAM’s Building the Future of Education: Museums and the Learning Ecosystem (see my excerpt on two scenarios for the future). As the learning ecosystem expands, we see the potential for learning experiences to extend throughout community landscapes – both geographic and virtual – and for museums to play a key role as learning institutions and agents of change.
As I put it in my essay:
In the vibrant learning grid scenario, all learners would be able to move seamlessly across many kinds of learning experiences and providers, with learning agents from a variety of backgrounds supporting them in customizing and carrying out their learning journeys. In the fractured landscape scenario, museums and other cultural institutions could help fill gaps left by the public education system, providing alternatives for at least some learners who might otherwise have access to few good opportunities.
Museums are great at fostering passion-based learning, which I’d love to see characterize the whole learning ecosystem. They have much to share around cultivating inquiry, creativity, play, and other attributes that could support learners in following their interests in meaningful collaborative contexts. And there is great scope for museums and other cultural institutions to extend how they contribute to local and worldwide learning landscapes.
What if we fostered community-wide ownership of learning, with learners moving seamlessly across place-based and virtual experiences as they followed their passions and pursued their learning outcomes? What if urban mapping tools such as the fictional Community Learning Resources site helped surface and connect a community’s learning assets? What if new kinds of learning agents, such as this learning journey mentor from the year 2025, helped guide and support learners in creating and pursuing truly personalized learning playlists?
We think that leaders from the education and cultural sectors can work together to integrate the nation’s assets into a vibrant learning grid that makes such possibilities work – and work well – for all students.