Learning 221: Education in the 2nd decade of the 21st Century ( 2011-2020)
Overarching Mission statement:
Transforming all learners into smarter learners, empowering all teachers to become inspiring teachers and enabling all parents to be learning facilitators and evangelizing ” Life-long Learning” for leading a fulfilled life.
Learning 221 is the phrase I use to emphasize that teaching-learning in the 2nd decade of the 21st Century will be very different from what we saw in the past. The problem is that policy makers, parents, teachers and even learners are preparing for the future by looking at the rear view mirror, rather than what is staring at them in front of them.
It is time to take charge of our lives and of those for whom we are responsible, and stop depending upon ‘ regulators’ of educational quality.
The 21 Focus areas:
1. What should be the purpose and goals of education?
2. Tablets, Smartphones and handhelds as learning access devices
3. Supporting infrastructure: Mobile Internet, the Cloud, nodes for services like printing, off-line distribution, human support, 24×7 Helpdesk for both teachers and learners and spaces for facilitating group interaction
4. MOOCs for dissemination of educational content
5. Educational Apps Ecosystem
6. The Flipped Classroom
7. Mastery and Personalisation of Learning
8. Learning Analytics
9. Capacity Building for Teachers: Creating RockStar Teachers
10. Transforming learners to active self directed learners
11. Encouraging parents to be enlightened fulfilled parents
12. The Second Strand of Learning for Success
13. Testing the Tests
14. Gamification of Learning
15. Overcoming Maths Phobia: ABCD Maths
16. Creating Innovators, Thinkers, Tinkerers and Makers
17. Second Innings: learning for the 2nd half of life
18. Pre-School learning
19. The Independent Educator
20. Reclaiming Learning
21. 21st Century Gurukul for 21st Century Gurus
Over the last decades, there have been several promises from Technology to transform education, but more often than not, no significant improvement was observed. But this is because the entire transformation process is across, and often only one dimension is addressed, and that too often partially. Thus hardware without software or both without assured power supply or all these but without enough teacher capacity building or learner orientation.
For a serious implementation, one should consider the following 8 dimensions:
* The Teacher Skillset
* The Learner Skillset
* The Infrastructure
* The Teaching-Learning Tools
* The Teaching-Learning Models
* The Teaching-Learning Resources
* The Learning Analytics
* The Helpdesk for Teachers and Learners
Each of these dimensions can be described as level 1 to 10, and can be diagrammatically represented as an octagon. Any skewness in the shape of the octagon would indicate a unbalanced approach to ICT implementation.
What we see from the Horizon reports predictions on use of technology in education of the years 2011,2012 and 2013 is :
Time to adoption horizon one year or less:
2011: Electronic Books ; Mobiles
2012: Mobile Apps ; Tablet Computing
2013: Massively Open Online Courses ; Tablet Computing
Time to adoption horizon 2 to 3 years:
2011: Augmented Reality ; Game Based Learning
2012: Games Based Learning ; Learning Analytics
2013: Games and Gamification ; Learning Analytics
Time to adoption horizon 4 to 5 years:
2011: Gesture Based Computing ; Learning Analytics
2012: Gesture Based Computing ; Internet of things
2013: 3D Printing ; Wearable Computing
In terms of teaching-learning models that now go beyond the traditional pedagogy and andragogy, are the traditional classroom, the flipped classroom and the sandwiched classroom. The abundant availability of Open Education Resources as well as a large amount of copyrighted materials encourages a new model of multi-resource based active learning in contrast to traditional restricted ‘ assigned teacher ‘ based learning. All teachers thus have to become ‘ curators’ of available resources and ‘creators’ of desirable resources to design a complete learning experience for their learners.
The transition to the new model cannot happen in one stroke and should ideally be a one year plan. A 2 year plan may be acceptable, but a 3 year plan is laughable and of course a 5 year plan ( Government of India philosophy) is unacceptable.
The MOOCs listed here are a few towards this goal that are being developed and delivered by me as a demonstration of the concept. In our programs on MOOCs we provide extensive coverage of what is available elsewhere.