John Connell Learning Futures Strategist.

John ConnellJohn ConnellLearning Futures Strategist

www.johnconnell.co.uk/blog/

Coming soon to a school near you....

Coming soon to a school near you....

Today’s Learner

“The crux of success or failure is to know which core values to hold on to, and which to

discard and replace when times change.”

“The crux of success or failure is to know which core values to hold on to, and which to

discard and replace when times change.”

QuickTime™ and ah264 decompressor

are needed to see this picture.The State of the World

SustainabilitySustainability

TechnologyTechnology

EducationEducation

The 5 Capitals FrameworkThe 5 Capitals Framework

Natural CapitalNatural Capital

Human CapitalHuman Capital

Social CapitalSocial Capital

Manufactured Capital

Manufactured Capital

Financial CapitalFinancial Capital

• Recognition of interdependence

• Self-determination

• Diversity and tolerance

• Compassion for others

• Upholding the principle of equity

• Recognition of the rights and interests of non-humans

• Respect for the integrity of natural systems

• Respect for the interests of future generations

Values forSustainability

Values forSustainability

and forEducation!

and forEducation!

BhutanBhutanBhutanBhutanGross Gross

Domestic Domestic HappinessHappiness

Gross Gross Domestic Domestic HappinessHappiness

Life, Liberty and the Pursuit of Happiness.

Jefferson

Life, Liberty and the Pursuit of Happiness.

Jefferson

socio-economic growth

cultural values

environmental

conservation

good governance

socio-economic growth

cultural values

environmental

conservation

good governance

Social Social NetworkingNetworking

Social Social NetworkingNetworking

Web as the Web as the PlatformPlatform

Web as the Web as the PlatformPlatform

IdentityManagement

IdentityManagement

LearningEnvironment

LearningEnvironment

CollaborativeEnvironmentCollaborativeEnvironment

InfrastructureInfrastructure

IPIPEverywhere !!Everywhere !!

IPIPEverywhere !!Everywhere !!

ContentContent

http://www.roughtype.com/

Generations of Office Applications

....a set of discrete and often incompatible

applications for word processing, spreadsheets, presentation creation, and simple database management.

Archetype: Lotus 1-2-3

Office 1.01980s

...integrated suites of personal productivity

applications, with expanded, if still limited,

collaboration capabilities.Archetype: Microsoft Office

Office 2.0

1990 - Present

...hybrid desktop/web suites incorporating internet-based

tools and interfaces to facilitate collaboration and

web publishing.

Office 3.0

Present - 2010

...fully web-based suites.

Office 4.0

Early 2010s

Photoshop

GoLiveIllustrator

Marratech

Acrobat

Garageband KeynoteWord

Excel

PowerpointPagesQuicktime

iPhoto

iWeb

iMovie

MindManager Entourage

Filemaker Pro

iDVDSkype

Newsfire

iTunes

Google EarthTransmit

InDesign

VTLE

VideoConferencing

AudioConferencing

VirtualWhiteboard

ApplicationSharing

EmailNewsgroups

ChatFacility

InterestGroups

ThreadedDiscussions

CPD Portal

A new A new education education narrativenarrative

A new A new education education narrativenarrative

Curriculum is redundant

Learning is about relationships / meaning / community

We can no longer fit technology into ‘business as usual’

Education requires distributive leadership

We are all learners now

A new kind of learning...A new kind of learning...A new kind of learning...A new kind of learning...

...in which learners ...in which learners take more and more take more and more

responsibility for their responsibility for their own learning as they get own learning as they get

older...older...

...in which learners ...in which learners take more and more take more and more

responsibility for their responsibility for their own learning as they get own learning as they get

older...older...

A new kind of learning...A new kind of learning...A new kind of learning...A new kind of learning...

...in which teachers work ...in which teachers work with students in an open, with students in an open,

collaborative way, with the collaborative way, with the teaching and learning that teaching and learning that goes on the result of a goes on the result of a continual process of continual process of

negotiation...negotiation...

...in which teachers work ...in which teachers work with students in an open, with students in an open,

collaborative way, with the collaborative way, with the teaching and learning that teaching and learning that goes on the result of a goes on the result of a continual process of continual process of

negotiation...negotiation...

A new kind of learning...A new kind of learning...A new kind of learning...A new kind of learning......in which teachers are ...in which teachers are freed to do what they do freed to do what they do best - to teach, to work best - to teach, to work with young people to help with young people to help them get the best out of them get the best out of their own efforts, to their own efforts, to advise, to counsel, to advise, to counsel, to

cajole, to persuade, and, cajole, to persuade, and, yes, to impart knowledge yes, to impart knowledge

where required...where required...

...in which teachers are ...in which teachers are freed to do what they do freed to do what they do best - to teach, to work best - to teach, to work with young people to help with young people to help them get the best out of them get the best out of their own efforts, to their own efforts, to advise, to counsel, to advise, to counsel, to

cajole, to persuade, and, cajole, to persuade, and, yes, to impart knowledge yes, to impart knowledge

where required...where required...

A new kind of learning...A new kind of learning...A new kind of learning...A new kind of learning...

...in which young people will be able to bring their

passions firmly inside the bounds of their schooling

(instead of having to defer their real interests to their lives outside of school, as

is so often the case)

...in which young people will be able to bring their

passions firmly inside the bounds of their schooling

(instead of having to defer their real interests to their lives outside of school, as

is so often the case)

A new kind of learning...A new kind of learning...A new kind of learning...A new kind of learning...

...in which what has been peripheral becomes the

core

...in which what has been peripheral becomes the

core

A new kind of learning...A new kind of learning...A new kind of learning...A new kind of learning...

...a kind of learning in ...a kind of learning in which curriculum content which curriculum content

is no longer fixed by some is no longer fixed by some central authority but is central authority but is universally negotiableuniversally negotiable

...in which teachers can ...in which teachers can accord learners the maximum accord learners the maximum respect by acknowledging respect by acknowledging

that they are learners toothat they are learners too

A new kind of learning...A new kind of learning...A new kind of learning...A new kind of learning...

“In times of change learners inherit the earth; while the learned find

themselves beautifully equipped to deal with a world that no longer exists.”

“In times of change learners inherit the earth; while the learned find

themselves beautifully equipped to deal with a world that no longer exists.”