XL…IFTF《学习的未来》

A combination of drivers is breakinglearning—and education overall—out of traditional institutionalenvironments and embedding it ineveryday settings and interactions,distributed across a wide set ofplatforms and tools. learning resources are not scarcebut widely available, opportunitiesfor learning are abundant, andlearners increasingly have the abilityto autonomously dip into and out ofcontinuous learning flows. The transformation from educationalinstitutions to learning flows isprofound and disruptive, and noexisting institution will have the luxuryof remaining unchanged. Suchtransformation requires us to rethinkall of the assumptions, structures, andprinciples that have worked thus far. Italso raises a new set of questions andchallenges that educational institutions,learners, and our society as a whole willhave to grapple with. As connective and mobile technologiesspread, content proliferates andbecomes increasingly available throughopen sources, and new modes ofvalue creation emerge, we are movingaway from the model where learningis organized around stable, usuallyhierarchical institutions (schools,colleges, universities) that for betterand for worse have served as maingateways to education and socialmobility. Replacing that modelis a new environment in which learningis best conceived of as a flow, where This map is a synthesis of keycomponents of the emerging learningecology. Using IFTF’s forecastingmethodologies such as expertworkshops, interviews, data and signalsanalysis, we have created this map tohighlight important future stories thatwill be shaping the world of learningover the next ten years. open to member communities or the public. last listed requirement was possession ofa college degree. The #1 criterion for hiringwas the assessment of a person’s previousincluding hacker and maker spaces—that are do collaborative work, is paving the way forrethinking the design and usage of physical will grow. Already the concept of a flippedclassroom, in which students view lecturesas homework and come to school to receivehelp with areas of confusion or trouble, or to The number of platforms built for peopleto express their opinions, share views,and review products, services, and otherpeople, is rapidly growing. These platformsare becoming new avenues for providingfeedback and assessment of an individual’sskills. In a recent survey asking people who and measuring a learner’s level of masteryrather than assigning grades.From lecture hallsto collaborative spacesAs lecture halls lose their appeal anddominance as the premier spaces for learning,the need for spaces for collaborative projectwork, and one-on-one mentoring and coaching From degrees to reputation metrics Many institutions are built to work at oneparticular scale. Large lecture halls canaccommodate hundreds of students; smalldiscussion groups serve few students inintimate settings. Large universities are gearedto serve tens of thousands of students;small liberal arts colleges cater to muchsmaller numbers. The new generation ofconnective technologies, however, will provideopportunities for us to rethink scale. From arelatively small university and a classroomgeared to a small number of students,Sebastian Thrun and his colleagues atStanford University offered a course in artificialintelligence to 150,000 online students. This isthe age in which many organizations will need tolearn to work at such extreme scales—makingit possible to offer highly personalized courses,yet having the capability to reach hundreds ofthousands and more when needed.In the world of big data, advanced analytics,and growing reputation markets, assessmentis likely to shift from episodic, tour-de-forcequantitative and qualitative encounters, toa continuous feedback mechanism. Thismechanism will take into consideration acomplex set of factors to enable flexibleadaptation and improvements in learningoutcomes. It will increasingly provide a wayto guide continuous improvement in learningrather than rendering zero-sum judgments.Platforms such as Khan Academy are pavingthe way in providing feedback on performance and collaborative platforms make learningpossible anywhere at any time.From assigning to enticing with contentWith information and knowledge resourcesbecoming ubiquitous, the challenge foreducators shifts from conveying resourcesto attracting learners to partake in all theresources at their disposal. What incentivesand techniques will we employ to enticepeople to want to use resources, to navigatethe new learning ecology, or to complete thatonline course? In the world of learning flows,the prospects of a growing cognitive dividelooms large: those who are self-directed and knowledge and competency levels.From grades to continuousfeedback mechanisms From episodic to continuous learningIn an era of learning flows, opportunitiesfor learning are potentially embedded intoevery activity and encounter. You can learnabout plants, history, or architecture whilewalking down