The changes we are envisioning for the classroom may take place at this very moment, in a garage near us, and no longer in the Ministry of Education offices.
The notion of “education entrepreneur” challenges our understanding of an education system, ruled by core curriculum standards and a cohort of dedicated civil servants that decide on behalf of the teachers, students and families what is good to be taught in the classroom and how it should be taught.
In recent years, we have seen acclaimed professors jumping from their “academic pedestal” and into to the start-up world. Udacity – one of the reference points for MOOCs –was cofounded by a research professor at Stanford University. So was Coursera. We could read these stories as fairy tales where the professor we once knew was almost magically transformed into a CEO. But fairy tales aren’t real.
During a vision workshop held in Seville a couple of weeks ago, we had a chance to reflect upon the future of schools at the horizon 2030. Among the many topics that were addressed, two retained my attention: the degree of learner autonomy and the role of informal / non-formal education in the overall learning process. For the sake of reflection, we were asked to think creatively about the learner’s behaviour in a fully autonomous situation and in a totally informal/non-formal educative environment.
Teachers’ workshop, Hanoch Piven
Last week, I was invited to a vision workshop where experts gathered from all over Europe, organised by the European Commission’s prospective think tank - Institute for Prospective Technological Studies. It addressed the issue of school education and Open Education Resources (OER) at the horizon of 2030.
One of the participants – Alex Beard – argued in his intervention that “teachers will be bricoleurs” and that by 2030 “adaptations, mash-ups and bricolages will be the norm”. It helped me to understand OER in a different way than its usual technology-oriented definition. I was challenged by Alex’s description of the teachers-bricoleurs “continuously using, adding to or adapting new resources for new learning needs, inviting peer-review and providing evidence of learning results”.
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