3. Agenda
Intro: Nine Shift and Knowledge Workers 1. Mission of Education 2. Curriculum 3. New Role for Teachers 4. The 21 New Pedagogical Concepts 5. Grading: Tests every week 6. Grading learning and knowledge 7. Financing Schools and Colleges 8. Personalising Education 9. What schools will look like 10.Some of our predictions Your Questions

4. Jobs 50% Factory Knowledge 2000 2020
Source: Statistical Abstract of the U. S., 1996, National Data Book, p. 410

5. Knowledge Workers Use their brain and the Web
Produce something intangible
Have four year college degree
Work from home

6. Factory Model of Education Cracks
Factory Model of School Declines
New Personalised Model Emerges
Factory Model of Education Cracks
New Model Is Established

7. The Divide
4.4

8. Part 1. New Mission for Education
New measure of education success: 50% of population with 4 year degree.
Your community’s new measure of business needs: what percent of our adult population has a 4 year college degree?

9. Part 2. Curriculum

10. Learning is planned and guided
Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it.
The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson.

11. Curriculum as Syllabus
A body of knowledge to be transmitted
It is the work of two American writers Franklin Bobbitt (1918; 1928) and Ralph W. Tyler (1949) that dominate theory and practice within this tradition.  In The Curriculum  Bobbitt writes as follows:
The central theory [of curriculum] is simple.  Human life, however varied, consists in the performance of specific activities.  Education that prepares for life is one that prepares definitely and adequately for these specific activities.  However numerous and diverse they may be for any social class they can be discovered.  This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist.  These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need.  These will be the objectives of the curriculum.  They will be numerous, definite and particularized.  The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives.  (1918: 42)
No Agreement on content of core subjects:
e.g. Some argue for Latin
Some argue for Chinese (spoken by 25% of the world’s population)
No end to the wish list. . .strains schools as tasks of teachers have been increased over the years.
We can’t predict the future core or essential knowledge sets.
We know what was essential for the Agrarian age of the 19th and the industrial age of the 20th century, but we don’t know what people will need to know in Our best guess—each person will want and need to know something different.

12. Curriculum as a Product
A process whereby students are taught using a curriculum designed outside the classroom, in an attempt to make the learner “teacher-proof”
Teachers apply the programs and are judged by the products of their actions.
Skill and Knowledge sets limited
Self-directed learning discouraged
Individual talents not enhanced: Does everyone need the same level of skill in the same areas? Do we need more specialization?

13. “We only think when we are confronted with a problem.” --John Dewey
Learning should be based on problems, not subjects
Subjects stress content, rather than process
Curriculum as Praxis (praxis usually refers to the process of putting theoretical knowledge into practice, interacting with information and learning)
Individual learning is authentic, and group work may hinder this learning
The power of the teacher to “fail” a student can be detrimental to self-directed learning
Learning does not happen “on schedule”
Critical thinking is not rewarded
Learning Contracts, Individualized Curricula, stage not age, next state learning. . .
“We only think when we are confronted with a problem.” --John Dewey
Curriculum as a Process

14. Part 3. New Role for Teachers

15. The 21st Century Classroom
“. . .our generation focused on information, but these kids focus on meaning -- how does information take on meaning?" - John Seeley Brown
Chief Scientist of Xerox Corporation and the director of its Palo Alto Research Center (PARC)—a position he held for nearly two decades. While head of PARC, Brown expanded the role of corporate research to include such topics as organizational learning, knowledge management, complex adaptive systems, and nano/mems technologies. He was a cofounder of the Institute for Research on Learning (IRL). His personal research interests include the management of radical innovation, digital youth culture, digital media, and new forms of communication and learning.
John, or as he is often called—JSB— is a member of the American Academy of Arts and Sciences, the National Academy of Education, a Fellow of the American Association for Artificial Intelligence and of AAAS and a Trustee of the MacArthur
The 21st Century Classroom

16. Genuine Desire to Learn
“Somewhere between my desire to learn and the professor’s efforts to teach, something goes terribly wrong.”
Willie Draves, 2006
Increase teacher contact. Teachers should teach. . .interact. . .react. . .challenge
Online instruction allow more interaction
Specialists can handle more students and provide more one-on-one time than generalist teachers
The need for specialists is growing. . .complexity and demand make it hard to be effective as a generalist:
Teachers may have different specialities:
Subject matter
Presenter of content
Discussion facilitator
Andragogy—helping students learn
Needs assessment and pre-course testing (new in 21st century)
Knowledge evaluation and testing
Academic advising
The Big 2:
Assessment—contract out for objectivity
Andragogy—totally oriented to discussion and learning, not mastery of content—most important
Content—what teachers now see as their primary role. . .

17. 1.Adults need to know the reason for learning something (Need to Know)
2.Experience (including error) provides the basis for learning activities (Foundation).
3.Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept).
4.Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness).
5.Adult learning is problem-centered rather than content-oriented (Orientation).
6.Adults respond better to internal versus external motivators (Motivation).
Premises of Andragogy

18. Learning Outside the School
Expanded Resources
Play is learning
Learning becomes play
Dopamine and Learning
Learning is addictive
games generate player engagement is the physiological response they cause. As players proceed through a game, mastering challenges and outdoing opponents, they exhibit that primitive impulse to respond to immediate opportunities and threats. This stimulation provokes excitement, prompting the brain to release dopamine, a neurotransmitter that signals the parts of the brain responsible for acquiring new behavior. As it turns out, dopamine has an addictive quality that causes game players to chase the next “dopamine squirt.” (Yes, one can become addicted to learning!)

19. Part 4. The 21 New Pedagogical Concepts

20. Part 5. Grading: Tests every week
Grading will be transformed in 21st century—today’s strategies created for the factory schools of the 20th century. It is subjective, measures time spent, effort, timeliness, not learning.
One size fits all—same test works for everyone. (The Blind Side—Michael Oher)
21st century:
Focus only on learning and knowledge
Objective—created by evaluation specialists
Behavior will be excluded
Multiple assessments to accurately measure learning
Benchmarked: no longer compared to other students’ scores—compared to benchmarks. . .regardless how others do.
Frequent testing—increases motivation and learning—outperforms homework
Quiz-outs
Re-testing
When ready instead of high-stakes end of stage tests
Ohio State Study
Purdue Study

21. Part 6. Grade only learning and knowledge
The Carnegie Unit and CEU disappear

22. Part 8. Personalising Education
Education becomes personalised and offers choice
- Prof Diana Laurillard, Education and Skills Department, United Kingdom

23. Part 9.What Schools Look Like

24. Learning Commons
Coburg Senior High School, Melbourne, Australia, Don Collins, Principal

26. Part 10. Some Predictions for 2030

27. Final Part. Your Questions
-To order book -Access the new blog
- Info on new Pedagogy 21 Seminar