Abstract
Despite the evident success of current learning systems in Pre-K-12 education, higher education, and workforce training, it is increasingly clear that these systems have failed to keep pace with what we know about how and under what circumstances human beings learn. Learning systems are highly impervious to the kinds of systemic changes required for twenty-first century learners, including reliably learning and mastering new skills and knowledge on demand across their entire lifespans for both work and general success in life. At least five key areas must be worked on in an iterative and dynamic manner if we are going to make substantial progress in creating a sufficiently disruptive environment for learning to be substantially accelerated for ALL human learners in this new century. These five areas are: (1) the nature of learning across the human lifespan, (2) recent and emerging technologies, (3) assessment and evaluation, (4) transitions from the old systems to the new “system,” and (5) sociocultural dimensions from a global perspective. I briefly outline each of these areas. Design(ers) can and must play many important roles in helping to move this agenda forward. An R & D effort of unprecedented proportions is proposed and preliminary steps outlined.
Design: “The conception and realization of new things.”
(Parrish, 2014, p. 261)
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Notes
- 1.
Principles similar to those enunciated here are either stated differently or implied in several recent other efforts to set principles for learning such as “A Bill of Rights and Principles for Learning in the Digital Age,” by a dozen people brought together by MOOC pioneer Sebastian Thrun at Stanford and publicly released January 23, 2013 and a 2010 working draft by Diane Rhoten, Laurie Racine, and Phoenix Wang of Startl called “Design for Learning in the 21st Century.” (I was a member of their Advisory Board and thank them for sharing this insightful document with me.) The rights-based movement highlights issues such as the right to: access, privacy, create public knowledge, own one’s personal data and intellectual property, financial transparency, pedagogical transparency, quality and care, great teachers, and the right to be teachers of learning peers. Startl’s six learning design dyads are: affinity and utility, professional and amateurs, content-creation not content-delivery, distributed but integrated, physical and virtual, and embedded and authentic assessment. A scenarios-based approach to the future of learning is that of the KnowledgeWorks 2025 document (knowledgeworks.org/learning-in-2025).
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Cheek, D.W. (2015). A Panoramic View of the Future of Learning and the Role of Design(ers) in Such Experiences. In: Hokanson, B., Clinton, G., Tracey, M. (eds) The Design of Learning Experience. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-319-16504-2_2
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