Harnessing the power of future-forecasting to help invent a better world
Rethinking the Role of Educator as Facilitator Amidst Tech Transformation
Unexpected Tools That are Influencing the Future of Education
What's Our Vision for the Future of Learning?
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Her new book, \u003c/span>\u003ca href=\"https://www.amazon.com/Imaginable-Future-Coming-Anything-Even-Impossible-ebook/dp/B099ZQXPGP/?tag=offsitoftimfe-20\">\u003ci>\u003cspan style=\"font-weight: 400;\">Imaginable: How to See the Future Coming and Feel Ready for Anything—Even Things That Seem Impossible Today\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, is a practical call to action that encourages readers to envision and shape a better future. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Imaginable\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> offers a potent antidote to the sense of helplessness felt by so many as we face a growing climate crisis, global conflicts, runaway technology, and political divisiveness. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Drawing from her work as the Director of Games Research & Development at the \u003c/span>\u003ca href=\"https://www.iftf.org/home/\">\u003cspan style=\"font-weight: 400;\">Institute for the Future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, McGonigal synthesizes cutting-edge research, playful future-thinking simulations, and an array of futurist methods to chart an actionable path forward. In our conversation, she shares how parents, teachers, community groups, and youth can mine futurist techniques to undertake powerful acts of imagination and confront an uncertain future with resilience and hope.\u003c/span>\u003c/p>\n\u003cp>\u003cb>When I think of a futurist, I imagine a 21st century oracle who parts the veils of time and glimpses into the future. So, what exactly is a futurist? What do they do?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: The type of futurist that I am tries to inspire others to think about how the future could be different in two ways. First, how might the future include new crises or risks or disruptions that we've never lived through before? The more deeply we can intellectually and emotionally place ourselves there, the better we can prepare. Secondly, futurists think about how the future can be shaped in ways that we want it to be different. Futurists try to help people imagine extreme versions of better futures so that we can find the motivation to take action today. The computer scientist Alan Kay said that the best way to predict the future is to invent it. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What inspired you to write \u003c/b>\u003cb>\u003ci>Imaginable\u003c/i>\u003c/b>\u003cb>?\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003cspan style=\"font-weight: 400;\">McGonigal: I hit my limit of reading headlines and news stories that described world events like the pandemic and extreme weather as “unimaginable”. In recent years, we’ve had so many shocking political events in the United States, and extremism and new kinds of protests and social movements, and this word just kept showing up. It was exasperating because we’d predicted so much of this for a long time. It wasn't that they were “unimaginable” or “unthinkable,” we just didn't want to think about them because it's stressful and it makes us feel anxious. Or, we didn't have the tools or information to vividly imagine what living through a pandemic would be like or how social media might fuel extremism. I wanted to write a book to help people confidently see that no future is unthinkable because we refuse to think about it, or no future is unimaginable because we don't believe that transformative change is possible. \u003c/span>\u003c/p>\n\u003cp>\u003cb>One of the book’s driving ideas is \u003c/b>\u003cb>\u003ci>urgent optimism\u003c/i>\u003c/b>\u003cb>. What is urgent optimism and why should we strive for it?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: Urgent optimism means we definitely need to act and not sit around and wait for the future to happen. We \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">will\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> take action to shape how the future turns out. The optimism comes from a sense of agency or self-efficacy where the future is shaped by actions that we take today to prepare, plan and change the way the world works. To stay engaged with the future we have to fuel the fires of hope and creativity. We have to feel that the future can be better due to our own actions. At the end of the day, urgent optimism allows for the mental flexibility to internalize a realistic sense of hope that is grounded in an awareness of risks and threats, but engages with new technologies, solutions, and movements that will make things better. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What are some accessible futurist techniques that might translate well to schools or other youth-oriented environments? \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://janemcgonigal.com/2021/12/17/imaginable-how-to-see-the-future-coming-and-feel-ready-for-anything-even-things-that-seem-impossible-today/\">\u003cimg class=\"alignright wp-image-59463\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable-160x214.png\" alt=\"\" width=\"250\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable-160x214.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable-800x1071.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable-768x1028.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable.png 822w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>McGonigal: There's a simple habit of collecting and sharing what we call signals of change. Anybody can gather signals, and they would definitely work for teachers who want to bring future-thinking into their classrooms. A signal of change could be a news story, a surprising social media post, or something from the world around you. It's something you've never seen before that represents a new way of doing things or a new way of being in reality. You can take a picture of it or take notes about it. It's not a hypothetical idea or fiction: it's a real change happening somewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every art form has its medium, and signals of change are the raw material of the futurist. Writers use words, computer programmers use code, musicians use musical notes, and artists use paint or clay. We create ideas about the future out of these signals of change. Examples might include a “No Drone Zone” sign in a park, a pay-what-you-can restaurant in Berkeley that had no prices on the menu, or a story about the new virtual real estate market unfolding in the metaverse. These concrete examples make you stop in your tracks and say, “Wow! I guess things can be different.” These, to me, are signals of change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schools and teachers can create a culture of investigating signals, sharing signals, responding to them, and reflecting on them. Students might discuss whether the signal makes them feel more hopeful or more worried. Does it make them feel powerful? Are they curious to learn how to engage with it? Where will it lead? You can even organize signal scavenger hunts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every subject benefits from future-thinking, and it makes learning more relevant because it's about things happening in the world that are cool, interesting, weird, and surprising. My background is in gaming, so I'm always looking for opportunities to generate the positive emotions that we easily get from games, but maybe not from our everyday lives. The surprise, the delight, the curiosity inspired by signals of change are great ways to bring those positive emotions into the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What are some exciting futures for schools that have emerged from your work?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: One of the biggest ideas for driving change in schools that I'm excited to see is the concept of a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">grand challenge\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">. Instead of traditional subjects or declaring a major in university, students might undertake a challenge to solve a global issue like climate action, ending poverty, gender equality, or zero hunger. I’m excited to see how people use the idea of connecting learning at all levels and across disciplines to global grand challenges to create more meaningful learning experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>In the book you describe a future-thinking technique where you immerse groups in large-scale scenarios and social simulations, usually set 10 years in the future. How can schools, parents, youth, or community groups run or participate in these scenarios?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: The most practical thing to do is take scenarios from the book, \u003c/span>\u003ca href=\"https://www.iftf.org/our-work/featured-projects/\">\u003cspan style=\"font-weight: 400;\">those we share\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> publicly at the Institute of the Future, or visit the \u003c/span>\u003ca href=\"https://urgentoptimists.org/\">\u003cspan style=\"font-weight: 400;\">Urgent Optimists website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which has a club you can join with new scenarios every month. Teachers, parents, community groups, or anybody can adapt scenarios to local lived experience. You play with it, see how people react and what emerges. It could be like a school newspaper or a school play, where kids are eager to roll up their sleeves and be a part of creating something together. It could be a simulation club, a scenario club, or a signals club, but they can be integrated in classrooms as well.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Can you share a powerful or memorable experience that emerged from your work with youth?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: We invited teens to a 10-year forecast conference and asked them to imagine a future rite of passage. A lot of teenagers don't get driver's licenses anymore, and it was such a rite of passage for decades. It meant freedom and independence and growing up. Today, teens are less interested in driving for sustainability reasons, economic reasons, or mental health reasons. We asked them “what do you think teenagers are going to do as rites of passage in the future?” The rite of passage that they came-up with that they all agreed sounded the most plausible was the first time that they would personally experience a climate catastrophe or terrible extreme weather. That was in 2018, before Greta Thunberg came on the scene and really channeled this righteous anger of young people. It was definitely a clue to us that this generation was already experiencing a pre-traumatic experience of climate change. They knew it was something that they would personally live through. The old teenage ritual was about freedom and independence, and this new rite of passage was going to be about coming to terms with loss and trauma. When young people imagine their future, we should believe them. What they're saying is that they feel like there's a lot of trauma and suffering coming, and they need ways to imagine better worlds.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Running a scenario seems to be as much about personal growth and building resilience as it is about predicting the future. What are the benefits of running a scenario or a simulation, even if they might not accurately predict the future?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: Future scenarios and simulations are all about how things could be different, so that fundamental creative skill of thinking differently is at the heart of it. It also is a big driver of hope, particularly for young people. Often, it’s less about preparing for the challenges of the future and more about imagining the world we want to wake up in. It’s about being the authors of our own worlds; to use the power of the future as a place where nobody has said no yet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Learning how to visualize the future more specifically can help people experience less depression and less anxiety. When we're anxious, we tend to fixate on vivid mental images of things that scare us, but we can imagine a future where we deal with things effectively. We can imagine ourselves taking actions that are within our power in order to deal with situations. Or, we can just redirect our imagination towards something that is a better representation of our hopes and values so that we don't get stuck. \u003c/span>\u003c/p>\n\u003cp>\u003cb>In the book you also discuss cultivating empathy for our future selves. Can you tell me more about that?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: It stems from research done at UCLA that used neuroimaging to study how we think about our future selves or our far-future selves. Our brain reacts to our future self as if they were a stranger. This explains why we often have a hard time taking action today that benefits our future selves, whether it's saving money for a long term goal, exercising, sustainability choices, or even voting. It even leads to procrastination. We avoid doing tasks and hand them over to our future selves. Future me will be fine writing this paper! But, you're still going to be you when you get there.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We can build a relationship with our future self by vividly imagining future-thinking scenarios and what our life in the future might look like. It's kind of like neurological cross training because it helps us develop what is called hard empathy for our future self, which then can translate into empathy for other strangers or other people we perceive as different from ourselves. Our empathy grows by thinking about differences: how the future could be different, how our future selves could be different, and how other people's experiences of a crisis or change is different. Some people are very motivated by helping others and not helping themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cb>And, finally, this is a nice segway into the empowering concept of \u003c/b>\u003cb>\u003ci>learned helpfulness\u003c/i>\u003c/b>\u003cb>.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: By imagining what we might do in a possible future, we can learn our own helpfulness. It is so powerful to imagine how our own unique skills and abilities and strengths, no matter how small, might be of service to others. We often give ourselves more creative latitude when we imagine our future selves. We think, “future me can be really powerful and capable and amazing and accomplished.” We set higher goals for our future self, and we can more easily see ourselves take action in the future because we're not there yet and our imagination has room to play. We feel the power of our agency when we imagine ourselves doing things that tend to be more ambitious, more audacious. When we envision what we might do to help others in the future, we are empowered to realize we could take that action today and change the future accordingly.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jane McGonigal is the author of \"\u003ca href=\"https://www.amazon.com/Imaginable-Future-Coming-Anything-Even-Impossible-ebook/dp/B099ZQXPGP/?tag=offsitoftimfe-20\">Imaginable: How to See the Future Coming and Feel Ready for Anything—Even Things That Seem Impossible Today\u003c/a>.\" You can follower her on Twitter at \u003ca href=\"https://twitter.com/avantgame\">@avantegame.\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Students can practice future forecasting skills to learn how to envision and create a better world and prepare for imaginable disasters. ","status":"publish","parent":0,"modified":1654849026,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":2198},"headData":{"title":"Harnessing the power of future-forecasting to help invent a better world - MindShift","description":"Students can practice future forecasting skills to learn how to envision and create a better world and prepare for imaginable disasters.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59459 https://ww2.kqed.org/mindshift/?p=59459","disqusUrl":"https://ww2.kqed.org/mindshift/2022/06/10/harnessing-the-power-of-future-forecasting-to-help-invent-a-better-world/","disqusTitle":"Harnessing the power of future-forecasting to help invent a better world","excludeFromSiteSearch":"Include","path":"/mindshift/59459/harnessing-the-power-of-future-forecasting-to-help-invent-a-better-world","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Jane McGonigal is a game designer, future-forecaster, popular TED speaker, and the bestselling author of \u003c/span>\u003ca href=\"http://www.amazon.com/Reality-Broken-Games-Better-Change/dp/1594202850/?tag=offsitoftimfe-20\">\u003ci>\u003cspan style=\"font-weight: 400;\">Reality Is Broken\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and\u003c/span>\u003ca href=\"https://www.amazon.com/SuperBetter-Living-Gamefully-Jane-McGonigal/dp/0143109774/?tag=offsitoftimfe-20\"> \u003ci>\u003cspan style=\"font-weight: 400;\">SuperBetter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Her new book, \u003c/span>\u003ca href=\"https://www.amazon.com/Imaginable-Future-Coming-Anything-Even-Impossible-ebook/dp/B099ZQXPGP/?tag=offsitoftimfe-20\">\u003ci>\u003cspan style=\"font-weight: 400;\">Imaginable: How to See the Future Coming and Feel Ready for Anything—Even Things That Seem Impossible Today\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400;\">, is a practical call to action that encourages readers to envision and shape a better future. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Imaginable\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> offers a potent antidote to the sense of helplessness felt by so many as we face a growing climate crisis, global conflicts, runaway technology, and political divisiveness. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Drawing from her work as the Director of Games Research & Development at the \u003c/span>\u003ca href=\"https://www.iftf.org/home/\">\u003cspan style=\"font-weight: 400;\">Institute for the Future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, McGonigal synthesizes cutting-edge research, playful future-thinking simulations, and an array of futurist methods to chart an actionable path forward. In our conversation, she shares how parents, teachers, community groups, and youth can mine futurist techniques to undertake powerful acts of imagination and confront an uncertain future with resilience and hope.\u003c/span>\u003c/p>\n\u003cp>\u003cb>When I think of a futurist, I imagine a 21st century oracle who parts the veils of time and glimpses into the future. So, what exactly is a futurist? What do they do?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: The type of futurist that I am tries to inspire others to think about how the future could be different in two ways. First, how might the future include new crises or risks or disruptions that we've never lived through before? The more deeply we can intellectually and emotionally place ourselves there, the better we can prepare. Secondly, futurists think about how the future can be shaped in ways that we want it to be different. Futurists try to help people imagine extreme versions of better futures so that we can find the motivation to take action today. The computer scientist Alan Kay said that the best way to predict the future is to invent it. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What inspired you to write \u003c/b>\u003cb>\u003ci>Imaginable\u003c/i>\u003c/b>\u003cb>?\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003cspan style=\"font-weight: 400;\">McGonigal: I hit my limit of reading headlines and news stories that described world events like the pandemic and extreme weather as “unimaginable”. In recent years, we’ve had so many shocking political events in the United States, and extremism and new kinds of protests and social movements, and this word just kept showing up. It was exasperating because we’d predicted so much of this for a long time. It wasn't that they were “unimaginable” or “unthinkable,” we just didn't want to think about them because it's stressful and it makes us feel anxious. Or, we didn't have the tools or information to vividly imagine what living through a pandemic would be like or how social media might fuel extremism. I wanted to write a book to help people confidently see that no future is unthinkable because we refuse to think about it, or no future is unimaginable because we don't believe that transformative change is possible. \u003c/span>\u003c/p>\n\u003cp>\u003cb>One of the book’s driving ideas is \u003c/b>\u003cb>\u003ci>urgent optimism\u003c/i>\u003c/b>\u003cb>. What is urgent optimism and why should we strive for it?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: Urgent optimism means we definitely need to act and not sit around and wait for the future to happen. We \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">will\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> take action to shape how the future turns out. The optimism comes from a sense of agency or self-efficacy where the future is shaped by actions that we take today to prepare, plan and change the way the world works. To stay engaged with the future we have to fuel the fires of hope and creativity. We have to feel that the future can be better due to our own actions. At the end of the day, urgent optimism allows for the mental flexibility to internalize a realistic sense of hope that is grounded in an awareness of risks and threats, but engages with new technologies, solutions, and movements that will make things better. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What are some accessible futurist techniques that might translate well to schools or other youth-oriented environments? \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://janemcgonigal.com/2021/12/17/imaginable-how-to-see-the-future-coming-and-feel-ready-for-anything-even-things-that-seem-impossible-today/\">\u003cimg class=\"alignright wp-image-59463\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable-160x214.png\" alt=\"\" width=\"250\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable-160x214.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable-800x1071.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable-768x1028.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/06/Imaginable.png 822w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>McGonigal: There's a simple habit of collecting and sharing what we call signals of change. Anybody can gather signals, and they would definitely work for teachers who want to bring future-thinking into their classrooms. A signal of change could be a news story, a surprising social media post, or something from the world around you. It's something you've never seen before that represents a new way of doing things or a new way of being in reality. You can take a picture of it or take notes about it. It's not a hypothetical idea or fiction: it's a real change happening somewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every art form has its medium, and signals of change are the raw material of the futurist. Writers use words, computer programmers use code, musicians use musical notes, and artists use paint or clay. We create ideas about the future out of these signals of change. Examples might include a “No Drone Zone” sign in a park, a pay-what-you-can restaurant in Berkeley that had no prices on the menu, or a story about the new virtual real estate market unfolding in the metaverse. These concrete examples make you stop in your tracks and say, “Wow! I guess things can be different.” These, to me, are signals of change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schools and teachers can create a culture of investigating signals, sharing signals, responding to them, and reflecting on them. Students might discuss whether the signal makes them feel more hopeful or more worried. Does it make them feel powerful? Are they curious to learn how to engage with it? Where will it lead? You can even organize signal scavenger hunts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every subject benefits from future-thinking, and it makes learning more relevant because it's about things happening in the world that are cool, interesting, weird, and surprising. My background is in gaming, so I'm always looking for opportunities to generate the positive emotions that we easily get from games, but maybe not from our everyday lives. The surprise, the delight, the curiosity inspired by signals of change are great ways to bring those positive emotions into the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What are some exciting futures for schools that have emerged from your work?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: One of the biggest ideas for driving change in schools that I'm excited to see is the concept of a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">grand challenge\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">. Instead of traditional subjects or declaring a major in university, students might undertake a challenge to solve a global issue like climate action, ending poverty, gender equality, or zero hunger. I’m excited to see how people use the idea of connecting learning at all levels and across disciplines to global grand challenges to create more meaningful learning experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>In the book you describe a future-thinking technique where you immerse groups in large-scale scenarios and social simulations, usually set 10 years in the future. How can schools, parents, youth, or community groups run or participate in these scenarios?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: The most practical thing to do is take scenarios from the book, \u003c/span>\u003ca href=\"https://www.iftf.org/our-work/featured-projects/\">\u003cspan style=\"font-weight: 400;\">those we share\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> publicly at the Institute of the Future, or visit the \u003c/span>\u003ca href=\"https://urgentoptimists.org/\">\u003cspan style=\"font-weight: 400;\">Urgent Optimists website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which has a club you can join with new scenarios every month. Teachers, parents, community groups, or anybody can adapt scenarios to local lived experience. You play with it, see how people react and what emerges. It could be like a school newspaper or a school play, where kids are eager to roll up their sleeves and be a part of creating something together. It could be a simulation club, a scenario club, or a signals club, but they can be integrated in classrooms as well.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Can you share a powerful or memorable experience that emerged from your work with youth?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: We invited teens to a 10-year forecast conference and asked them to imagine a future rite of passage. A lot of teenagers don't get driver's licenses anymore, and it was such a rite of passage for decades. It meant freedom and independence and growing up. Today, teens are less interested in driving for sustainability reasons, economic reasons, or mental health reasons. We asked them “what do you think teenagers are going to do as rites of passage in the future?” The rite of passage that they came-up with that they all agreed sounded the most plausible was the first time that they would personally experience a climate catastrophe or terrible extreme weather. That was in 2018, before Greta Thunberg came on the scene and really channeled this righteous anger of young people. It was definitely a clue to us that this generation was already experiencing a pre-traumatic experience of climate change. They knew it was something that they would personally live through. The old teenage ritual was about freedom and independence, and this new rite of passage was going to be about coming to terms with loss and trauma. When young people imagine their future, we should believe them. What they're saying is that they feel like there's a lot of trauma and suffering coming, and they need ways to imagine better worlds.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Running a scenario seems to be as much about personal growth and building resilience as it is about predicting the future. What are the benefits of running a scenario or a simulation, even if they might not accurately predict the future?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: Future scenarios and simulations are all about how things could be different, so that fundamental creative skill of thinking differently is at the heart of it. It also is a big driver of hope, particularly for young people. Often, it’s less about preparing for the challenges of the future and more about imagining the world we want to wake up in. It’s about being the authors of our own worlds; to use the power of the future as a place where nobody has said no yet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Learning how to visualize the future more specifically can help people experience less depression and less anxiety. When we're anxious, we tend to fixate on vivid mental images of things that scare us, but we can imagine a future where we deal with things effectively. We can imagine ourselves taking actions that are within our power in order to deal with situations. Or, we can just redirect our imagination towards something that is a better representation of our hopes and values so that we don't get stuck. \u003c/span>\u003c/p>\n\u003cp>\u003cb>In the book you also discuss cultivating empathy for our future selves. Can you tell me more about that?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: It stems from research done at UCLA that used neuroimaging to study how we think about our future selves or our far-future selves. Our brain reacts to our future self as if they were a stranger. This explains why we often have a hard time taking action today that benefits our future selves, whether it's saving money for a long term goal, exercising, sustainability choices, or even voting. It even leads to procrastination. We avoid doing tasks and hand them over to our future selves. Future me will be fine writing this paper! But, you're still going to be you when you get there.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We can build a relationship with our future self by vividly imagining future-thinking scenarios and what our life in the future might look like. It's kind of like neurological cross training because it helps us develop what is called hard empathy for our future self, which then can translate into empathy for other strangers or other people we perceive as different from ourselves. Our empathy grows by thinking about differences: how the future could be different, how our future selves could be different, and how other people's experiences of a crisis or change is different. Some people are very motivated by helping others and not helping themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cb>And, finally, this is a nice segway into the empowering concept of \u003c/b>\u003cb>\u003ci>learned helpfulness\u003c/i>\u003c/b>\u003cb>.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">McGonigal: By imagining what we might do in a possible future, we can learn our own helpfulness. It is so powerful to imagine how our own unique skills and abilities and strengths, no matter how small, might be of service to others. We often give ourselves more creative latitude when we imagine our future selves. We think, “future me can be really powerful and capable and amazing and accomplished.” We set higher goals for our future self, and we can more easily see ourselves take action in the future because we're not there yet and our imagination has room to play. We feel the power of our agency when we imagine ourselves doing things that tend to be more ambitious, more audacious. When we envision what we might do to help others in the future, we are empowered to realize we could take that action today and change the future accordingly.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jane McGonigal is the author of \"\u003ca href=\"https://www.amazon.com/Imaginable-Future-Coming-Anything-Even-Impossible-ebook/dp/B099ZQXPGP/?tag=offsitoftimfe-20\">Imaginable: How to See the Future Coming and Feel Ready for Anything—Even Things That Seem Impossible Today\u003c/a>.\" You can follower her on Twitter at \u003ca href=\"https://twitter.com/avantgame\">@avantegame.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59459/harnessing-the-power-of-future-forecasting-to-help-invent-a-better-world","authors":["11107"],"categories":["mindshift_192"],"tags":["mindshift_20604","mindshift_548"],"featImg":"mindshift_59465","label":"mindshift"},"mindshift_39920":{"type":"posts","id":"mindshift_39920","meta":{"index":"posts_1591205157","site":"mindshift","id":"39920","score":null,"sort":[1427463253000]},"guestAuthors":[],"slug":"rethinking-the-role-of-educator-as-facilitator-amidst-tech-transformation","title":"Rethinking the Role of Educator as Facilitator Amidst Tech Transformation","publishDate":1427463253,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Thanks to the rapid developments in education technology, there is an abundance of teaching tools available to educators: videos students can watch at home, lesson plans that can be easily downloaded (and for free), courses that can be completed at one's own pace. With so much information available, much of it on platforms developed by private companies, high school English teacher Michael Godsey asks what this all means for the future of the teaching profession in this post in \u003ca href=\"http://www.theatlantic.com/education/archive/2015/03/the-deconstruction-of-the-k-12-teacher/388631/\">The Atlantic\u003c/a>, and what the role of \"facilitator\" could mean in the future classroom that's closer to five years away instead of 20. \u003c/p>\n\u003cp>In the Atlantic:\u003c/p>\n\u003cp>\"I don’t have many answers in this brave new world, but I feel like I can draw one firm line. There is a profound difference between a local expert teacher using the Internet and all its resources to supplement and improve his or her lessons, and a teacher facilitating the educational plans of massive organizations. Why isn’t this line being publicly and sharply delineated, or even generally discussed? This line should be rigorously guarded by those who want to keep education professionals in the center of each classroom. Those calling for teachers to \"transform their roles,\" regardless of motive or intentionality, are quietly erasing this line—effectively deconstructing the role of the teacher as it’s always been known.\"\u003c/p>\n\u003cp>http://www.theatlantic.com/education/archive/2015/03/the-deconstruction-of-the-k-12-teacher/388631/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"What does it mean for the teaching profession when so many tools are available easily and for free? ","status":"publish","parent":0,"modified":1456262090,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":250},"headData":{"title":"Rethinking the Role of Educator as Facilitator Amidst Tech Transformation | KQED","description":"What does it mean for the teaching profession when so many tools are available easily and for free? ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39920 http://ww2.kqed.org/mindshift/?p=39920","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/27/rethinking-the-role-of-educator-as-facilitator-amidst-tech-transformation/","disqusTitle":"Rethinking the Role of Educator as Facilitator Amidst Tech Transformation","path":"/mindshift/39920/rethinking-the-role-of-educator-as-facilitator-amidst-tech-transformation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thanks to the rapid developments in education technology, there is an abundance of teaching tools available to educators: videos students can watch at home, lesson plans that can be easily downloaded (and for free), courses that can be completed at one's own pace. With so much information available, much of it on platforms developed by private companies, high school English teacher Michael Godsey asks what this all means for the future of the teaching profession in this post in \u003ca href=\"http://www.theatlantic.com/education/archive/2015/03/the-deconstruction-of-the-k-12-teacher/388631/\">The Atlantic\u003c/a>, and what the role of \"facilitator\" could mean in the future classroom that's closer to five years away instead of 20. \u003c/p>\n\u003cp>In the Atlantic:\u003c/p>\n\u003cp>\"I don’t have many answers in this brave new world, but I feel like I can draw one firm line. There is a profound difference between a local expert teacher using the Internet and all its resources to supplement and improve his or her lessons, and a teacher facilitating the educational plans of massive organizations. Why isn’t this line being publicly and sharply delineated, or even generally discussed? This line should be rigorously guarded by those who want to keep education professionals in the center of each classroom. Those calling for teachers to \"transform their roles,\" regardless of motive or intentionality, are quietly erasing this line—effectively deconstructing the role of the teacher as it’s always been known.\"\u003c/p>\n\u003cp>http://www.theatlantic.com/education/archive/2015/03/the-deconstruction-of-the-k-12-teacher/388631/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39920/rethinking-the-role-of-educator-as-facilitator-amidst-tech-transformation","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20604","mindshift_963"],"featImg":"mindshift_38720","label":"mindshift"},"mindshift_38938":{"type":"posts","id":"mindshift_38938","meta":{"index":"posts_1591205157","site":"mindshift","id":"38938","score":null,"sort":[1421937036000]},"guestAuthors":[],"slug":"unexpected-tools-that-are-influencing-the-future-of-education","title":"Unexpected Tools That are Influencing the Future of Education","publishDate":1421937036,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37852\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat.jpg\">\u003cimg class=\"size-large wp-image-37852\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat-640x360.jpg\" alt=\"Mia Christopher\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Christopher\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap serif\">Some big education issues have been making headlines, including how many and what kind of standardized tests should be used in education, implementation of Common Core State Standards and the Vergara ruling in California challenging teacher tenure. But many educators continue to focus on the more personal issues behind these headlines: how to improve their craft, serve students better, nurture well-rounded, emotionally intelligent students and make educational change in more fundamental ways.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF EDUCATION\u003c/strong>\u003c/p>\n\u003cp>Teachers have long known that struggles in the classroom are often a reflection of society as much as of academic ability. And beyond the many challenges related to rising poverty rates, there is the uniquely confusing moment in which society finds itself. Around the globe, economies are shifting away from machine-focused industries and toward human-powered creative industries. Many adults are caught in the middle of this awkward shift, educated for the industrial age but trying to make a living in the information age. In an uncertain moment, they can be nervous about letting young people find their own way forward.\u003c/p>\n\u003cp>John Abbott, director of the 21st Century Learning Initiative, has thought a lot about these issues and surmises that society must decide what it wants to be: interconnected individuals responsible to a community or a world filled with “consumers,” dependent on products, services and authority figures. Shifting to an education model that produces people who thrive on interconnectivity will take a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/to-advance-education-we-must-first-reimagine-society/\" target=\"_blank\">dramatic revisioning of society\u003c/a>. But that type of shift might be just what is required to ensure that the education children receive in the future meets that dramatically different end goal.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.\u003c/aside>\n\u003cp>Changing the direction of society sounds like a daunting proposition, but examples of forward-thinking teaching and communities abound, often in isolation. As difficult as it can be for teachers to give up control over their classrooms, great things can happen when students step up and boldly take charge of their learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Monument Mountain Regional High School in Massachusetts, educators responded when students came forward with an idea for an \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/this-is-what-a-student-designed-school-looks-like/\" target=\"_blank\">entirely student-led approach to school\u003c/a>. In one independent-study-type course, students set their own learning goals, work collaboratively and seek help from mentors when it’s needed. They study math, science, social science and literature topics that interest them through a driving question each week, presenting their findings to a group. Their teachers were impressed with the rigor of their work and the motivation students displayed when they drove the agenda.\u003c/p>\n\u003cp>Saying students should drive their own learning is much easier than helping them do it. Former teacher-turned-lecturer Alan November has done some deep thinking about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\">how teachers can help students gain the skills they’ll need to be independent learners\u003c/a>. He emphasizes that teachers should help students ask the right questions and use the technology tools available to them to find credible information. He recommends teachers give students the ability to work on long-term projects that meaningfully contribute to the world, helping to provide the motivation for independent learning.\u003c/p>\n\u003cp>While some schools are finding ways to let students take up the reins of their education, many are still beholden to the regimented public system that includes lots of standardized testing for assessment and accountability purposes. The increasing focus on testing has driven some families away from the education system entirely, and the number of home-schooled students has grown.\u003c/p>\n\u003cp>One particular strain of home schooling, known as \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/unshackled-and-unschooled-free-range-learning-movement-grows/\" target=\"_blank\">unschooling\u003c/a>, has caught the imagination of many MindShift readers. Unschoolers follow no set curriculum, but rather let their children explore the world on their own terms and at their own speed. The focus is on curiosity, inquiry and projects, with the belief that kids will ask for help and learn in all disciplines when acquiring the necessary knowledge to achieve something with which they are absorbed.\u003c/p>\n\u003cp>Readers continue to debate whether students can really learn what they’ll need to be functioning adults without the intervention of a teacher or parent, but several people who have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">unschooled themselves say they’re doing well in the world\u003c/a>. Dr. Peter Gray has studied what unschoolers go on to do, and whether they face discrimination or other obstacles as they apply to colleges and enter the workforce.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL AND EMOTIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Much of the disaffection with the school system stems from a pervasive feeling that the intense focus on formal academics has inadvertently neglected the rest of a child’s personality and humanity. While employers, psychologists and other researchers have repeatedly noted that social and emotional skills like empathy are some of the most important ones for success, many schools still lag in developing effective programs to nurture those soft skills.\u003c/p>\n\u003cp>[contextly_sidebar id=\"R62KQLx0tZmWQVzL8Zl4SFt4xbLAxzyH\"]\u003c/p>\n\u003cp>Societal norms posit girls as being more emotionally intelligent than boys, but the subtle ways that teachers and parents reinforce that gender stereotype can harm boys, who \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\">need to learn empathy as an important life skill\u003c/a> for connecting with others, problem-solving and developing moral courage. Many of these interpersonal skills \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-free-play-can-define-kids-success/\" target=\"_blank\">develop naturally when children have the opportunity to play together\u003c/a> in unstructured environments, but free play is on the decline both in schools and at home. Researchers are now even \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\">questioning if lack of free play in students’ lives could be partly responsible for rising rates of depression among youth\u003c/a>.\u003c/p>\n\u003cp>One way to help students develop social and emotional skills is by helping them develop the part of their brain that governs self-regulation -- the prefrontal cortex. A few schools working with some of the most traumatized and disadvantaged students are finding that practicing mindfulness -- centering activities like focused breathing that keep the mind in the here and now -- can help students build the focus, decision-making and ability to think ahead that many students lack. One elementary school in Richmond, California, with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\">a mindfulness program found behavior problems diminished and academic achievement increased\u003c/a> with just a few minutes of mindfulness every week.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of research about how people learn best, but not all of that information has made it into mainstream classrooms. While many educators spend their free time brushing up on the new (and sometimes not so new) research, others are content to continue doing what has been done before. And students are just as susceptible to the inertia as the adults around them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite.'\u003c/aside>\n\u003cp>Students who have grown up in the current school system are used to being told exactly what they need to do in order to succeed. But the emphasis on grades and college can sometimes have the unintended consequence of making learning all about achieving an external goal and not about the learning itself.\u003c/p>\n\u003cp>Increasingly, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/how-deprogramming-kids-from-how-to-do-school-could-improve-learning/\" target=\"_blank\">teachers are working to change that dynamic\u003c/a> by moving to standards-based grading, allowing students to receive credit for demonstrating understanding even if that realization comes after the class has moved onto a new topic. Removing the stress of grades can help focus students back on learning together, especially if the teacher makes a special emphasis to build a culture of trust in the classroom.\u003c/p>\n\u003cp>“We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite,” said Adam Holman, a Texas educator who worked hard to “deprogram” his kids from the traditional way of learning by teaching them about how their brains work and why the dominant teaching style is incompatible. When Holman treated his students like adults who could understand the system in which they played, he earned their trust and their hard work.\u003c/p>\n\u003cp>Sometimes the teaching and studying strategies thought to work best actively contradict brain-based learning. New York Times writer Benedict Carey devoted an entire book to describing counter-intuitive \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\">study strategies based in cognitive science about memory and learning\u003c/a>. For example, students tend to spend hours cramming for a test the next day, only to promptly forget everything they learned. They’d be better served to chunk study time over several days, taking breaks, sleeping more and quizzing themselves along the way. Many students don’t know any strategies to improve their own study skills and end up wasting a lot of time and effort.\u003c/p>\n\u003cp>\u003cstrong>BEST TECH TOOLS\u003c/strong>\u003c/p>\n\u003cp>Educators are always interested in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/11/apps-that-rise-to-the-top-tested-and-approved-by-teachers/\" target=\"_blank\">peer-recommended tech products\u003c/a> proven to be simple and effective in the classroom. When New Canaan High School (Connecticut) librarian Michelle Luhtala invited several of her colleagues to combine their favorite apps and share a list with the world, educators loved it. And it can be particularly helpful to find a great tool for subjects that don’t get a lot of attention, like physics.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>MindShift readers consistently enjoy reading about ideas that push the dominant thinking and challenge educators to bring the strategies and tools that inspire them into the classroom. It doesn’t have to happen all at once, but if every teacher pinpoints one way to make his or her classroom more dynamic, these grand ideas might slowly become a reality for more schools, educators and kids.\u003c/p>\n\n","blocks":[],"excerpt":"Unschooling, greater independence for the student and teacher, and getting in touch with our social and emotional selves are just some of the topics that have inspired educators and life-long learners. ","status":"publish","parent":0,"modified":1450893387,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1582},"headData":{"title":"Unexpected Tools That are Influencing the Future of Education | KQED","description":"Unschooling, greater independence for the student and teacher, and getting in touch with our social and emotional selves are just some of the topics that have inspired educators and life-long learners. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38938 http://blogs.kqed.org/mindshift/?p=38938","disqusUrl":"https://ww2.kqed.org/mindshift/2015/01/22/unexpected-tools-that-are-influencing-the-future-of-education/","disqusTitle":"Unexpected Tools That are Influencing the Future of Education","path":"/mindshift/38938/unexpected-tools-that-are-influencing-the-future-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37852\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat.jpg\">\u003cimg class=\"size-large wp-image-37852\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat-640x360.jpg\" alt=\"Mia Christopher\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Christopher\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap serif\">Some big education issues have been making headlines, including how many and what kind of standardized tests should be used in education, implementation of Common Core State Standards and the Vergara ruling in California challenging teacher tenure. But many educators continue to focus on the more personal issues behind these headlines: how to improve their craft, serve students better, nurture well-rounded, emotionally intelligent students and make educational change in more fundamental ways.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF EDUCATION\u003c/strong>\u003c/p>\n\u003cp>Teachers have long known that struggles in the classroom are often a reflection of society as much as of academic ability. And beyond the many challenges related to rising poverty rates, there is the uniquely confusing moment in which society finds itself. Around the globe, economies are shifting away from machine-focused industries and toward human-powered creative industries. Many adults are caught in the middle of this awkward shift, educated for the industrial age but trying to make a living in the information age. In an uncertain moment, they can be nervous about letting young people find their own way forward.\u003c/p>\n\u003cp>John Abbott, director of the 21st Century Learning Initiative, has thought a lot about these issues and surmises that society must decide what it wants to be: interconnected individuals responsible to a community or a world filled with “consumers,” dependent on products, services and authority figures. Shifting to an education model that produces people who thrive on interconnectivity will take a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/to-advance-education-we-must-first-reimagine-society/\" target=\"_blank\">dramatic revisioning of society\u003c/a>. But that type of shift might be just what is required to ensure that the education children receive in the future meets that dramatically different end goal.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.\u003c/aside>\n\u003cp>Changing the direction of society sounds like a daunting proposition, but examples of forward-thinking teaching and communities abound, often in isolation. As difficult as it can be for teachers to give up control over their classrooms, great things can happen when students step up and boldly take charge of their learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Monument Mountain Regional High School in Massachusetts, educators responded when students came forward with an idea for an \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/this-is-what-a-student-designed-school-looks-like/\" target=\"_blank\">entirely student-led approach to school\u003c/a>. In one independent-study-type course, students set their own learning goals, work collaboratively and seek help from mentors when it’s needed. They study math, science, social science and literature topics that interest them through a driving question each week, presenting their findings to a group. Their teachers were impressed with the rigor of their work and the motivation students displayed when they drove the agenda.\u003c/p>\n\u003cp>Saying students should drive their own learning is much easier than helping them do it. Former teacher-turned-lecturer Alan November has done some deep thinking about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\">how teachers can help students gain the skills they’ll need to be independent learners\u003c/a>. He emphasizes that teachers should help students ask the right questions and use the technology tools available to them to find credible information. He recommends teachers give students the ability to work on long-term projects that meaningfully contribute to the world, helping to provide the motivation for independent learning.\u003c/p>\n\u003cp>While some schools are finding ways to let students take up the reins of their education, many are still beholden to the regimented public system that includes lots of standardized testing for assessment and accountability purposes. The increasing focus on testing has driven some families away from the education system entirely, and the number of home-schooled students has grown.\u003c/p>\n\u003cp>One particular strain of home schooling, known as \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/unshackled-and-unschooled-free-range-learning-movement-grows/\" target=\"_blank\">unschooling\u003c/a>, has caught the imagination of many MindShift readers. Unschoolers follow no set curriculum, but rather let their children explore the world on their own terms and at their own speed. The focus is on curiosity, inquiry and projects, with the belief that kids will ask for help and learn in all disciplines when acquiring the necessary knowledge to achieve something with which they are absorbed.\u003c/p>\n\u003cp>Readers continue to debate whether students can really learn what they’ll need to be functioning adults without the intervention of a teacher or parent, but several people who have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">unschooled themselves say they’re doing well in the world\u003c/a>. Dr. Peter Gray has studied what unschoolers go on to do, and whether they face discrimination or other obstacles as they apply to colleges and enter the workforce.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL AND EMOTIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Much of the disaffection with the school system stems from a pervasive feeling that the intense focus on formal academics has inadvertently neglected the rest of a child’s personality and humanity. While employers, psychologists and other researchers have repeatedly noted that social and emotional skills like empathy are some of the most important ones for success, many schools still lag in developing effective programs to nurture those soft skills.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Societal norms posit girls as being more emotionally intelligent than boys, but the subtle ways that teachers and parents reinforce that gender stereotype can harm boys, who \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\">need to learn empathy as an important life skill\u003c/a> for connecting with others, problem-solving and developing moral courage. Many of these interpersonal skills \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-free-play-can-define-kids-success/\" target=\"_blank\">develop naturally when children have the opportunity to play together\u003c/a> in unstructured environments, but free play is on the decline both in schools and at home. Researchers are now even \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\">questioning if lack of free play in students’ lives could be partly responsible for rising rates of depression among youth\u003c/a>.\u003c/p>\n\u003cp>One way to help students develop social and emotional skills is by helping them develop the part of their brain that governs self-regulation -- the prefrontal cortex. A few schools working with some of the most traumatized and disadvantaged students are finding that practicing mindfulness -- centering activities like focused breathing that keep the mind in the here and now -- can help students build the focus, decision-making and ability to think ahead that many students lack. One elementary school in Richmond, California, with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\">a mindfulness program found behavior problems diminished and academic achievement increased\u003c/a> with just a few minutes of mindfulness every week.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of research about how people learn best, but not all of that information has made it into mainstream classrooms. While many educators spend their free time brushing up on the new (and sometimes not so new) research, others are content to continue doing what has been done before. And students are just as susceptible to the inertia as the adults around them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite.'\u003c/aside>\n\u003cp>Students who have grown up in the current school system are used to being told exactly what they need to do in order to succeed. But the emphasis on grades and college can sometimes have the unintended consequence of making learning all about achieving an external goal and not about the learning itself.\u003c/p>\n\u003cp>Increasingly, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/how-deprogramming-kids-from-how-to-do-school-could-improve-learning/\" target=\"_blank\">teachers are working to change that dynamic\u003c/a> by moving to standards-based grading, allowing students to receive credit for demonstrating understanding even if that realization comes after the class has moved onto a new topic. Removing the stress of grades can help focus students back on learning together, especially if the teacher makes a special emphasis to build a culture of trust in the classroom.\u003c/p>\n\u003cp>“We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite,” said Adam Holman, a Texas educator who worked hard to “deprogram” his kids from the traditional way of learning by teaching them about how their brains work and why the dominant teaching style is incompatible. When Holman treated his students like adults who could understand the system in which they played, he earned their trust and their hard work.\u003c/p>\n\u003cp>Sometimes the teaching and studying strategies thought to work best actively contradict brain-based learning. New York Times writer Benedict Carey devoted an entire book to describing counter-intuitive \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\">study strategies based in cognitive science about memory and learning\u003c/a>. For example, students tend to spend hours cramming for a test the next day, only to promptly forget everything they learned. They’d be better served to chunk study time over several days, taking breaks, sleeping more and quizzing themselves along the way. Many students don’t know any strategies to improve their own study skills and end up wasting a lot of time and effort.\u003c/p>\n\u003cp>\u003cstrong>BEST TECH TOOLS\u003c/strong>\u003c/p>\n\u003cp>Educators are always interested in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/11/apps-that-rise-to-the-top-tested-and-approved-by-teachers/\" target=\"_blank\">peer-recommended tech products\u003c/a> proven to be simple and effective in the classroom. When New Canaan High School (Connecticut) librarian Michelle Luhtala invited several of her colleagues to combine their favorite apps and share a list with the world, educators loved it. And it can be particularly helpful to find a great tool for subjects that don’t get a lot of attention, like physics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>MindShift readers consistently enjoy reading about ideas that push the dominant thinking and challenge educators to bring the strategies and tools that inspire them into the classroom. It doesn’t have to happen all at once, but if every teacher pinpoints one way to make his or her classroom more dynamic, these grand ideas might slowly become a reality for more schools, educators and kids.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38938/unexpected-tools-that-are-influencing-the-future-of-education","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_767","mindshift_20784","mindshift_1040","mindshift_20604","mindshift_943","mindshift_125","mindshift_20718"],"featImg":"mindshift_37852","label":"mindshift"},"mindshift_33147":{"type":"posts","id":"mindshift_33147","meta":{"index":"posts_1591205157","site":"mindshift","id":"33147","score":null,"sort":[1387810804000]},"guestAuthors":[],"slug":"whats-our-vision-for-the-future-of-learning","title":"What's Our Vision for the Future of Learning?","publishDate":1387810804,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-33196\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/180920770-e1387589245117.jpg\" alt=\"180920770\" width=\"640\" height=\"321\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117-320x161.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cem>The following is an excerpt from \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">Open: How We'll Live, Work, and Learn in the Future\u003c/a> written by British learning Futurist David Price.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/DavidPriceOBE\">David Price\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For 150 years, formal education has adopted an ‘inside-out’ mindset – schools and colleges have usually been organised around the needs of the educators, not the learners. In areas such as research, this is nothing to be embarrassed about. Ground-breaking inventions and pioneering new thinking often arise from the selfishness that informs so-called ‘blue-sky’ research. Defending such freedoms from the external drive for practical and commercial implementation has often encouraged a necessary insularity.\u003c/p>\n\u003cp>The new landscape presents a significant upheaval. Inventors and researchers are increasingly working independently outside academia, finding collegial collaboration in the Global Learning Commons. Learners also find themselves in the driving seat because formal education is no longer the only game in town for those eager to learn. How colleges and universities adapt to the customization and personalization of education will largely determine their survival. Let me explain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The challenge presented by Massive Open Online Courses (MOOCs) is a high-profile example, but not the only one, of a desire for us to ‘hack’ our own learning. The development of MOOCs has been likened to the creation of online music stores. The emergence of the mp3 allowed listeners to assemble their own playlists of music. Whether paying for it, or pirating it, suddenly, they didn’t have to buy a whole CD to get to the one song they really liked – they began to ‘hack’ their music listening. And we all know what a cataclysmic event that was for the music industry. It has to be conceded that they did themselves no favors by persecuting 13-year-olds, when they should have been rethinking their business models to reflect consumer preferences.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> The gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for.\u003c/aside>\n\u003cp>Similarly, educational institutions have to grasp that having enjoyed an historic monopoly as the go-to-guys for learning doesn’t mean they always will. As we gained control of our listening with the arrival of the mp3, so we will increasingly gain control of our learning, thanks to the arrival of MOOCS, social media and informal learning. We will want to determine whom we learn from, and with whom, at a time of our pleasing.\u003c/p>\n\u003cp>Although this upheaval is currently taking place in tertiary education, schools are far from safe. As we find ourselves increasingly able to ‘hack’ our own education, I would expect, for instance, the homeschool market to expand rapidly. Once the possibility exists for students to study informally, at online (and offline) schools, compiling their own learning playlist, putting together units of study that appeal to their passions, the one-size-fits-all model of high school will appear alarmingly anachronistic. So, if educators want to keep their students engaged and inside their buildings, they have to look at the way they learn outside, and bring those characteristics inside.\u003c/p>\n\u003ch3>Schools In Search Of A Purpose\u003c/h3>\n\u003cp>If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse. Indeed, the gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for. Do they provide a set of skilled employees for the labor market? Or are they about developing the ‘whole’ child – emotionally, intellectually, creatively? Do they serve to ensure national economic competitiveness? Or are they about civic cohesion through cultural education? These are questions around which there has been no public consensus, as absurd as this may seem, given that in the U.S. and most of Europe we have had state-organized systems of compulsory schooling for over 140 years.\u003c/p>\n\u003cp>This failure to define a clear purpose has fatally held back progress in understanding how we learn best. For if you can’t agree on a destination, how can you possibly agree on the best route? Instead, what we’re left with is a public discourse permanently afflicted by the curse of binary, oppositional arguments. The either/or positioning isn’t helped by constant political interference, resulting in a series of pendulum swings with every change of administration. Polarized arguments prevent real progress being made: selective vs. comprehensive school systems; instruction-led teaching vs inquiry-led; head vs hand; academic vs vocational; knowledge vs skills. Can you imagine doctors in the 21st century arguing over the use of flu vaccines?\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-medium wp-image-33150\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Open-Cover-300x426.png\" alt=\"Open-Cover\" width=\"225\" height=\"320\">With No Particular Place To Go\u003c/h3>\n\u003cp>It goes without saying that, if we don’t know our destination, and therefore can’t agree on the best route to get there, we might struggle to measure distance traveled. When I look at the radically differing educational strategies currently being adopted by most developed countries, I think back to how I learned to drive a car. Please allow this diversion. It has a point.\u003c/p>\n\u003cp>It was the late 1970s, in the Republic of Ireland, at a time when, inexplicably, learner drivers were allowed to drive unaccompanied. Working in County Clare, in the south-west of the country, my employer let me drive his car so I could prepare for my driving test on my return to England. One day, I was driving down winding country roads, and realized I was hopelessly lost - anyone who has experienced Irish road signs will know this is easily done.\u003c/p>\n\u003cp>Stopping a passing farmer, I asked if I was on the road to Kilrush, my destination. The farmer paused for some considerable time, looked up the road, then down at me, and pronounced “You are, but your car’s pointing the wrong way...”\u003c/p>\n\u003cp>So it is with educational policy. When the political pendulum swings in western nations, getting ‘back to basics’ in education (shorthand for focusing upon literacy and numeracy) becomes an easy exhortation. If confirmation is needed that ‘progressive’ methods have failed, one only has to cite steadily declining performances in international comparison tables like the Programme for International Student Assessment (PISA). This decline is then contrasted with nations like Singapore and South Korea, who excel in these assessments.\u003c/p>\n\u003cp>What is being measured is entirely dependent upon the intended destination. While the UK and US urge their schools to be more like those of Pacific Asian countries, the pressure there is to travel in the opposite direction. Addressing teachers in 2012, Heng Swee Keat, Singapore’s Minister for Education, argued for a radical shift in policy:\u003c/p>\n\u003cp>“The educational paradigm of our parents’ generation, which emphasized the transmission of knowledge, is quickly being overtaken by a very different paradigm. This new concept of educational success focuses on the nurturing of key skills and competencies such as the ability to seek, to curate and to synthesize information; to create and innovate; to work in diverse cross-cultural teams; as well as to appreciate global issues within the local context.”\u003c/p>\n\u003cp>These comments came shortly after South Korea’s ex-minister for education Byong Man Ahn cast doubt on the usefulness of a high PISA ranking, despite Korean students ranking first in reading and maths, and third in science, in the 2009 PISA survey:\u003c/p>\n\u003cp>“While Korea\u003cimg class=\"alignleft size-full wp-image-33151\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/daveprice.jpg\" alt=\"daveprice\" width=\"175\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice.jpg 175w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-128x128.jpg 128w\" sizes=\"(max-width: 175px) 100vw, 175px\">'s students excel at learning, they believe its purpose lies not in self-development based on personal interest or motivation, but in entrance into a highly ranked university. Students have no time to ponder the fundamental question of \"What do I need to learn, and why?\" They simply need to prepare for the test by learning the most-effective methods for digesting tremendous quantities of material and committing more to memory than others do.”\u003c/p>\n\u003cp>Both Heng Swee Keat and Byong Man Ahn were, effectively, repeating the advice given to me by that Irish farmer. Their respective countries had traveled a long way, but they’d realized that their car was pointing the wrong way. We in the West want to be more like those in the East, who, in turn, want to be more like we in the West. We call for learning fit to meet the challenges of the 21st century, while recommending teaching methods belonging to the 19th century. We have no clearly agreed purpose for education, but agree that spurious international comparisons should inform future educational policy.\u003c/p>\n\u003cp>In short, we’re really, really confused.\u003c/p>\n\u003cp>\u003cem>In the following pages, Price describes three cases across the globe -- in London, Sydney, San Diego -- that have mapped a vision that answers the questions above. Here's what they have in common:\u003c/em>\u003c/p>\n\u003cp>By insisting that their teachers and mentors share their learning, all three have de-privatized teaching and learning.\u003c/p>\n\u003cp>By opening up the commons, and by designing workspaces without walls, they have brought Edison’s ‘machine-shop culture’ into education.\u003c/p>\n\u003cp>By bringing into the commons, experts, parents and investors, they have given an authenticity to the work of their students that is impossible to simulate in an enclosed classroom.\u003c/p>\n\u003cp>By modelling collaborative working to their students they have fostered the peer learning which is at the heart of ‘open’.\u003c/p>\n\u003cp>By emphasizing adult and real-world connections, they ensure that students are preparing for the world beyond school by being in that world.\u003c/p>\n\u003cp>By making their expertise and intellectual property freely available, they have created high demand from their peers and ensured that knowledge travels fast.\u003c/p>\n\u003cp>By seeing technology not simply as an aide to learning but as the imperative for change, they ensure that their programs are relevant to societal needs and societal shifts.\u003c/p>\n\u003cp>By trusting in their staff and students, and by giving them freedom and responsibility in equal measure, they have fostered a culture of learning that rewards respectful challenge, shuns unnecessary deference, and therefore constantly stays in motion.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>You can find more of Price's work on his \u003ca href=\"http://www.engagedlearning.co.uk\">website\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Author David Price writes: \"If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse. Indeed, the gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for.\"","status":"publish","parent":0,"modified":1397069307,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1704},"headData":{"title":"What's Our Vision for the Future of Learning? | KQED","description":"Author David Price writes: "If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse. Indeed, the gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"33147 http://blogs.kqed.org/mindshift/?p=33147","disqusUrl":"https://ww2.kqed.org/mindshift/2013/12/23/whats-our-vision-for-the-future-of-learning/","disqusTitle":"What's Our Vision for the Future of Learning?","path":"/mindshift/33147/whats-our-vision-for-the-future-of-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-33196\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/180920770-e1387589245117.jpg\" alt=\"180920770\" width=\"640\" height=\"321\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117-320x161.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cem>The following is an excerpt from \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">Open: How We'll Live, Work, and Learn in the Future\u003c/a> written by British learning Futurist David Price.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/DavidPriceOBE\">David Price\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For 150 years, formal education has adopted an ‘inside-out’ mindset – schools and colleges have usually been organised around the needs of the educators, not the learners. In areas such as research, this is nothing to be embarrassed about. Ground-breaking inventions and pioneering new thinking often arise from the selfishness that informs so-called ‘blue-sky’ research. Defending such freedoms from the external drive for practical and commercial implementation has often encouraged a necessary insularity.\u003c/p>\n\u003cp>The new landscape presents a significant upheaval. Inventors and researchers are increasingly working independently outside academia, finding collegial collaboration in the Global Learning Commons. Learners also find themselves in the driving seat because formal education is no longer the only game in town for those eager to learn. How colleges and universities adapt to the customization and personalization of education will largely determine their survival. Let me explain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The challenge presented by Massive Open Online Courses (MOOCs) is a high-profile example, but not the only one, of a desire for us to ‘hack’ our own learning. The development of MOOCs has been likened to the creation of online music stores. The emergence of the mp3 allowed listeners to assemble their own playlists of music. Whether paying for it, or pirating it, suddenly, they didn’t have to buy a whole CD to get to the one song they really liked – they began to ‘hack’ their music listening. And we all know what a cataclysmic event that was for the music industry. It has to be conceded that they did themselves no favors by persecuting 13-year-olds, when they should have been rethinking their business models to reflect consumer preferences.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> The gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for.\u003c/aside>\n\u003cp>Similarly, educational institutions have to grasp that having enjoyed an historic monopoly as the go-to-guys for learning doesn’t mean they always will. As we gained control of our listening with the arrival of the mp3, so we will increasingly gain control of our learning, thanks to the arrival of MOOCS, social media and informal learning. We will want to determine whom we learn from, and with whom, at a time of our pleasing.\u003c/p>\n\u003cp>Although this upheaval is currently taking place in tertiary education, schools are far from safe. As we find ourselves increasingly able to ‘hack’ our own education, I would expect, for instance, the homeschool market to expand rapidly. Once the possibility exists for students to study informally, at online (and offline) schools, compiling their own learning playlist, putting together units of study that appeal to their passions, the one-size-fits-all model of high school will appear alarmingly anachronistic. So, if educators want to keep their students engaged and inside their buildings, they have to look at the way they learn outside, and bring those characteristics inside.\u003c/p>\n\u003ch3>Schools In Search Of A Purpose\u003c/h3>\n\u003cp>If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse. Indeed, the gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for. Do they provide a set of skilled employees for the labor market? Or are they about developing the ‘whole’ child – emotionally, intellectually, creatively? Do they serve to ensure national economic competitiveness? Or are they about civic cohesion through cultural education? These are questions around which there has been no public consensus, as absurd as this may seem, given that in the U.S. and most of Europe we have had state-organized systems of compulsory schooling for over 140 years.\u003c/p>\n\u003cp>This failure to define a clear purpose has fatally held back progress in understanding how we learn best. For if you can’t agree on a destination, how can you possibly agree on the best route? Instead, what we’re left with is a public discourse permanently afflicted by the curse of binary, oppositional arguments. The either/or positioning isn’t helped by constant political interference, resulting in a series of pendulum swings with every change of administration. Polarized arguments prevent real progress being made: selective vs. comprehensive school systems; instruction-led teaching vs inquiry-led; head vs hand; academic vs vocational; knowledge vs skills. Can you imagine doctors in the 21st century arguing over the use of flu vaccines?\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-medium wp-image-33150\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Open-Cover-300x426.png\" alt=\"Open-Cover\" width=\"225\" height=\"320\">With No Particular Place To Go\u003c/h3>\n\u003cp>It goes without saying that, if we don’t know our destination, and therefore can’t agree on the best route to get there, we might struggle to measure distance traveled. When I look at the radically differing educational strategies currently being adopted by most developed countries, I think back to how I learned to drive a car. Please allow this diversion. It has a point.\u003c/p>\n\u003cp>It was the late 1970s, in the Republic of Ireland, at a time when, inexplicably, learner drivers were allowed to drive unaccompanied. Working in County Clare, in the south-west of the country, my employer let me drive his car so I could prepare for my driving test on my return to England. One day, I was driving down winding country roads, and realized I was hopelessly lost - anyone who has experienced Irish road signs will know this is easily done.\u003c/p>\n\u003cp>Stopping a passing farmer, I asked if I was on the road to Kilrush, my destination. The farmer paused for some considerable time, looked up the road, then down at me, and pronounced “You are, but your car’s pointing the wrong way...”\u003c/p>\n\u003cp>So it is with educational policy. When the political pendulum swings in western nations, getting ‘back to basics’ in education (shorthand for focusing upon literacy and numeracy) becomes an easy exhortation. If confirmation is needed that ‘progressive’ methods have failed, one only has to cite steadily declining performances in international comparison tables like the Programme for International Student Assessment (PISA). This decline is then contrasted with nations like Singapore and South Korea, who excel in these assessments.\u003c/p>\n\u003cp>What is being measured is entirely dependent upon the intended destination. While the UK and US urge their schools to be more like those of Pacific Asian countries, the pressure there is to travel in the opposite direction. Addressing teachers in 2012, Heng Swee Keat, Singapore’s Minister for Education, argued for a radical shift in policy:\u003c/p>\n\u003cp>“The educational paradigm of our parents’ generation, which emphasized the transmission of knowledge, is quickly being overtaken by a very different paradigm. This new concept of educational success focuses on the nurturing of key skills and competencies such as the ability to seek, to curate and to synthesize information; to create and innovate; to work in diverse cross-cultural teams; as well as to appreciate global issues within the local context.”\u003c/p>\n\u003cp>These comments came shortly after South Korea’s ex-minister for education Byong Man Ahn cast doubt on the usefulness of a high PISA ranking, despite Korean students ranking first in reading and maths, and third in science, in the 2009 PISA survey:\u003c/p>\n\u003cp>“While Korea\u003cimg class=\"alignleft size-full wp-image-33151\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/daveprice.jpg\" alt=\"daveprice\" width=\"175\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice.jpg 175w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-128x128.jpg 128w\" sizes=\"(max-width: 175px) 100vw, 175px\">'s students excel at learning, they believe its purpose lies not in self-development based on personal interest or motivation, but in entrance into a highly ranked university. Students have no time to ponder the fundamental question of \"What do I need to learn, and why?\" They simply need to prepare for the test by learning the most-effective methods for digesting tremendous quantities of material and committing more to memory than others do.”\u003c/p>\n\u003cp>Both Heng Swee Keat and Byong Man Ahn were, effectively, repeating the advice given to me by that Irish farmer. Their respective countries had traveled a long way, but they’d realized that their car was pointing the wrong way. We in the West want to be more like those in the East, who, in turn, want to be more like we in the West. We call for learning fit to meet the challenges of the 21st century, while recommending teaching methods belonging to the 19th century. We have no clearly agreed purpose for education, but agree that spurious international comparisons should inform future educational policy.\u003c/p>\n\u003cp>In short, we’re really, really confused.\u003c/p>\n\u003cp>\u003cem>In the following pages, Price describes three cases across the globe -- in London, Sydney, San Diego -- that have mapped a vision that answers the questions above. Here's what they have in common:\u003c/em>\u003c/p>\n\u003cp>By insisting that their teachers and mentors share their learning, all three have de-privatized teaching and learning.\u003c/p>\n\u003cp>By opening up the commons, and by designing workspaces without walls, they have brought Edison’s ‘machine-shop culture’ into education.\u003c/p>\n\u003cp>By bringing into the commons, experts, parents and investors, they have given an authenticity to the work of their students that is impossible to simulate in an enclosed classroom.\u003c/p>\n\u003cp>By modelling collaborative working to their students they have fostered the peer learning which is at the heart of ‘open’.\u003c/p>\n\u003cp>By emphasizing adult and real-world connections, they ensure that students are preparing for the world beyond school by being in that world.\u003c/p>\n\u003cp>By making their expertise and intellectual property freely available, they have created high demand from their peers and ensured that knowledge travels fast.\u003c/p>\n\u003cp>By seeing technology not simply as an aide to learning but as the imperative for change, they ensure that their programs are relevant to societal needs and societal shifts.\u003c/p>\n\u003cp>By trusting in their staff and students, and by giving them freedom and responsibility in equal measure, they have fostered a culture of learning that rewards respectful challenge, shuns unnecessary deference, and therefore constantly stays in motion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>You can find more of Price's work on his \u003ca href=\"http://www.engagedlearning.co.uk\">website\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33147/whats-our-vision-for-the-future-of-learning","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20604","mindshift_20665"],"featImg":"mindshift_33196","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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