A Journey for Life

8/11/2019 A Journey for Life

1/17

Future of Learning

A Journey For Life

Melvin Freestone


2/17

Future of Learning

What is it like?

Teamwork

Problem solving

Challenge

Uncertainty

Curiosity

Imagination Knowledgeable

Diversity

Melvin Freestone

WWW.saorcloclearning.org/

Real-life expectations

Learning requirements

In the 21st century, the

mythical swagman will

need to be- flexible

Innovative

resourceful, and

collaborative

in travelling lifes journey

towards a fulfilling life that

gives expression to his or

her talents and aspirations.

Along the way, real-life

expectations and learning

requirements will need to

be met before windows of

opportunity open.

A vision for a better future

together with personal

resilience will be important.


3/17

Future of Learning

How is it changing?Melvin Freestone


Three perspectives

Qualitative shiftdenoted by the steps.

Delivery - 19th century

Interaction - 20

th

century Collaboration 20th/21th

Creativity - 21st Century

Development is uneven. Best

features of each step subsumed

in succeeding steps.

Pedagogical shiftdenoted by the bridge.

Need to bridge the gap - anuneven/challenging process

Key differences either side of

the bridge listed

Enabling shiftdenoted by the flows under the

bridge.

Powered by ICT - learning

any time, any where Driven by understandings of

how learners learn

Diversity in the design of

learning spaces and

modalities for learning


4/17

Future of Learning

Focus of thinking

Relative

emphasis

Why is it like it is?

Low

High

?

Different trendsbetween 20th and 21st

centuries manifest in- Education programs

Learning resources

Assessment of learning

of the time.

Reflects what peoplevalue in the past, present

and future.

Evolution gradual process

Rote learning an artefact

of past practices.

Beware of false dichotomies

change remember to

access and all are

important in 21st century

learning.

Melvin Freestone



5/17

Future of Learning

Mind map of a

Framework of

Through-linesfor knowledge creation

How does it work?Melvin Freestone


DescriptionThrough-lines are key aspects

of learning that need to be

continually developed in all

fields of knowledge and

experience. They promote

connectedness in learning.

Connectedness is essential- To learning

To understanding,

To acting wisely


6/17

Future of Learning

Framework of through-lineseach with a set of

Keystone big ideas

Unity within a set of eight ofthrough-lines and their associated

keystone big ideas

Diversity in how learnersdevelop their understandings as

well as in the nature and range of

contexts they encounter

Deep understandingfor all

How is it connected to other things?

Framework around which

learners can construct and

create knowledge

Framework for designing

education programs

Melvin Freestone



7/17

Future of Learning

Contextual questions Explore backgrounds

Examine circumstances

Investigate environments

Divergent questions Promote creative thinking

Explore possibilities

Generate alternatives

Targeted questions Reveal detail

Demand specifics

Point investigations

Convergent questions Promote critical thinking

Precipitate analysis Incite conclusions

Framing questionsto develop understanding

around the through-lines

ETHICAL

CHANGE

RESPONSIBILITY

FORM

FUNCTION

CAUSATION

CONNECTION

AESTHETIC

Convergent

questionsContextual

questions

Targeted

questionsDivergent

questions

Where is the ethical thinking?

How is it changing?

What is our responsibility?

What is it like?How does it work?



How is aesthetic sense manifest?

Driver

questions

How does it work?A good question is a complex simplicity that provokes understanding!

Melvin Freestone



8/17

Future of Learning

Inquiries Programs

Learner needs

Learner interests

Learner

aspirations

Learners being-

Literate

Numerate

Healthy Expressive

Knowledgeable

Curriculum drivers-

Education systems

School curriculums

Learning resources Learning spaces

Learning networks

Community needs

Business needs

Recreational

needs

Sources of inquiry

ROTE learning

one size fits all

Busy work lacking

purpose

Development of deep

understandings

through inquiries needsto be balanced with

development of

capabilities required to

learn more.

Wherever appropriate

capabilities need to be

developed/applied asrequired in inquiries.

Many of them need to

be developed through

long term programs.

Why is it like it is?Walking on two legs

Melvin Freestone



9/17

Future of Learning

Diverse environments for learning


Learning resourcesICT & digital networking

Multimedia

Construction

Specialist equipmentDisplay & demonstration facilities

Arts & health based equipment

Central & distributed library resources

Learning biasIndividualCooperative

Resource based

Hands-on & practical work

Preferred learning styles

Different capabilities & aspirations

Digital & networked environments

Learning purposesWhole group

Small groups

Individual learners

Special needs

Inquiries & projects

Development of capabilities & skills

Learning modalitiesCollaborative spaces

Presentation spaces

Project spaces

Private study spacesStorying & input spaces

Learning studio spaces

Melvin Freestone



10/17

Future of Learning

Inquiry design

for exploration and

Investigation

Through-lines provide A framework for learning

A guide for learning experiences

An aid for appraisal of learning

Perceptions of through-lines

Are personal

Can be shared

Can be developed collaboratively

Keystones within through-lines

Are questionable

May be best to generate ones own

for each through-line

Understanding goals are generated

iteratively from through-lines and

generative questions

Inquiries and performances emanatefrom understanding goals and the

generative question or questions posed




11/17

Future of Learning

Inquiry process - through-lines and understanding goals into action

This example is from a

two week studyamong eleven/twelve

year old learners

around the generative

question

In what ways can

people have a say?

Of the through-lines

identified special

emphasis was placed

on change, function

and responsibility

Equal weight wasgiven to each of the

understanding goals

How does it work?

Melvin Freestone



12/17

Future of Learning

Inquiry process inquiries and performances into action

Most inquiries were

conducted in smallcollaborative

groups.

Direct teaching inputs

were delivered in both

whole and small

group settings.

On a few occasions

learners workedindependently ontheir own.

The three culminating

performances enabled

learners to demonstrate

their understanding in

different contexts.

In so doing, learnerswere able to apply a

wide range of their

talents/capabilities.




13/17

Future of Learning

Balancedassessment or

review informs

learning by means

of three

interdependent

elements

Together these

elements provide

a means forcontinuous

appraisal

Melvin Freestone


AsLearning

OfLearning

ForLearning

Process orientatedHow well is the work

going and are changes

needed?

Achievement orientatedWhat has been achieved and to

what standard?

Diagnosis orientated

What needs to be learntor done next?

Review

Review Review

3

purposes


Keep the whole picture in mind


14/17

Future of Learning

Authentic assessment and review

Through-lines

appraisal reveals- Scope of learning

Depth and breadth of

learning

How learners

constructed their

understandings.

Understanding goals

are transformed intocriteria for

assessment, whereappropriate or necessary

clarified by articulation of -

Gradations of

achievement, or

Indicators of

achievement.Evidence of learners

work/achievements

such as- Portfolios of project

work, art work and

photographs/videos of

practical work

Draft and finished

written work

Learner, peer and

teacher assessments

Profiles from tests

together with scoreswhere appropriate

Anecdotal records

Balanced judgements

based on consistency ofperformance shown in the

evidence of learners work

Continuous process of appraisal

Authenticexperiences

undertaken by

learners notartificial

exercises or tests

What is it like?Melvin Freestone



15/17

Future of Learning

Ways of working

Melvin Freestone


Personal and groupEmpowerment

Ownit

Live

it

Build

it

What is our responsibility?

We are all at different stages and places in lifes

journey. Cherish the moment!

Lead by example do as I do!

Be strategic over time

Collaborate with stakeholders

Listen carefully to ideas and feelings

Reach shared decisions and commitments

to action

Discuss possibilities and devise plans for

action

Have regular sunsets of achievement

Monitor progress through collaborativereviews

Support people engaged in the action

Protect the innovators and risk takers

Work at the shoulder to help people

Acknowledge and affirm good practices

Be flexible and adjust strategy to meet

emerging conditions and circumstances

Do not implement the implementation planwhen conditions change instead adapt.

Do not put things up for negotiation which are

non-negotiable tokenism is counterproductive.


16/17

M l i F


17/17

Future of Learning

Creative, Resourceful, Innovative and Ethical

Global Citizens.

Where is the ethical thinking?

Personalised learning for all

Less is more!!!

Melvin Freestone


Thank you

A Journey for Life

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