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The Future of Learning

March 1st, 2011 by Graham Attwell

Another neat presentation by Steve Wheeler bringing together research and development in a vivid, visual format

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4 Responses to “The Future of Learning”

  1. Scott Leslie says:

    Actually, I must protest, this is neither neat nor new; this is a talk that many, many folks have been doing for 4 or 5 years now at least, high-level hand waving at best. I should probably just follow the old advice of not saying anything if I’ve nothing nice to say, but I am increasingly irked by how much credit supposed “thought leaders” are given for talks like this, that amount to not very much.

  2. Jacques Cool says:

    I must say that while an increasing number of educators (who make good use of “ambient awareness” through their PLN and personal reflection on change in education) have seen more than one presentation of this type over the past few years, there is STILL a significant portion of educators who need to hear/see this. The 20th century teaching/learning paradigm is still alive and well in too many cases, IMHO. This is why I applaud those who initiate and dessiminate presentations of this nature. I call this “positive redudancy”, helping education to move closer to its tipping point. This point will comprise of all the intrinsic personal reflection of one’s practices and paradigms for teaching and learning, transformed in order to reflect today’s realities, challenges and necessary skills to make this world a better place. Bring these compelling presentations on, I will “vector” this out in my networks 😉

  3. Jacques Cool says:

    Spell-check: *reduNdancy*:-/

  4. Graham Attwell says:

    Interesting comments above. Can sort of sympathise with both. I suppose in some ways the problem lies in me linking to the presentation out of the context in which it is delivered. Of course, such presentations can be just “high level hand waving.” The important issue is whether or not they connect with educators in stimulating debate and changes in practice.
    Personally I have grown weary of the keynote ‘circuit’ which can seem very high of presentation but limited in terms of engagement with ideas. And that is why I have questioned the forms in which we organise our exchange of ideas and in particular how we structure conferences, seminars and workshops. That such social gatherings are important I have no doubt. Yet all to often they do seem to be a repeating of exhortation to change with too little creativity or vision in who such change might come about. And yet as Jaques says there is still a proportion of educators who have yet to come into contact with such ideas. And for that reason alone “positive redundancy” may not be such a bad idea. But this makes still more critical the way in which such ideas are presented and the exchange between researchers and practitioners.

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