This is the time of year when many authors/commentators are getting into reflective mode and writing reviews of 2017, not only looking back but also looking forward. One of these is Stephen Downes, who has been prolific in the last few weeks, sharing a number of presentations and his current thinking.
Jim Groom in his blog post ‘Containing the Future of OER‘ draws our attention to Stephen’s presentation – Applications, Algorithms and Data: Open Educational Resources and the Next Generation of Virtual Learning. In this presentation Stephen discusses how ‘The next generation of OERs will take a step beyond traditional media and classroom support and begin to take advantage of the unique properties of virtual learning’.
In writing about this presentation Jim Groom notes:
‘It’s funny how you begin to rely on certain figures in your network for so much that at some point you begin to take it for granted. Downes remains so prolific on so many topics—not to mention the single most important aggregator of the work in edtech—that you begin to just assume. This talk was a good reminder of how fresh and relevant his work remains.’
I fully endorse this statement about Stephen Downes and think this is particularly obvious in his recent publication about the future of teaching and learning. See
Downes, S. (2017). Quantum Leaps we can expect in teaching and learning in the Digital Age. A roadmap. Published by Contact North.
This very fluent essay is about ‘the larger changes sweeping through society’. It is full of thought-provoking insights about where we have been, where we are and where we are going with teaching and learning, particularly in relation to the influence of technology. The essay ‘ is addressed to policy makers and pundits, to technology designers and developers, and to those who by virtue of office or inclination have the voice to speak to the future, to inform the weld of what we can do and what we want to do’, but must also be of significance to educators, teachers and learners as we can see from the following quotes:
page 9. When we teach these students, it’s hard to fight the temptation to teach them for a world that no longer exists. It’s even harder not to teach them for conditions that apply today. The world we are preparing them for, however, is literally a next-generation world. We need to use the technologies of today to teach for the world of tomorrow.
page 14. In an education system focused on the future, therefore, the core of learning is found not in what is defined in the curriculum, but in how teachers help students discover new possibilities from familiar things, and then from new things. It is, to my mind, transformation from an idea of education defined as acquisition of skills or progression along a learning path to one characterized by exploration, discovery and finally creativity.
page 17. … despite the conservative nature of the educational system, we have conclusively and irreversibly entered the digital society, and students have permanently changed, as has society. The static structures that used to define education have shifted; we are in an era of changing boundaries between formal, non-formal, informal and post-formal education.
page 21. We can seek in vain to return to that former understanding, or, moving forward, we can seek to identify those core values that underlie the why of pedagogy. What did it matter what a teacher did? What were the outcomes we hoped for? How does our current understanding of instructional design meet those, or fall short? What can we develop in the future to address these issues?
These four quotes resonated with me, as I continue to struggle with what it means to be a teacher and learner in this digital age. Needless to say, I recommend reading the whole document.