LEARNING AND EDUCATION
(Updated on a regular basis. Please check back soon!)
American and Antipodean Views on Graduate Education
The Future Studies course at Houston is one of the oldest graduate courses in the world. The Strategic Foresight course in Australia is one of the newest graduate courses in the world. While both programs have common understanding of much of the field, they differ in their central approach to communicating and educating students about futures. This panel will discuss the differences in approach and identify emerging opportunities in both. Come and confirm your approach while learning about alternatives.
Who should attend: Educators and practitioners.
What you’ll learn: Attendees will learn about the different approaches that two leading universities have adopted in the teaching of future studies.
How this knowledge can be applied: Different approaches lead to the teaching and opening up of new methodological options.Peter Bishop, associate professor of Strategic Foresight; coordinator, graduate program in Futures Studies, University of Houston; president, Strategic Foresight and Development, Houston, Texas
Peter Hayward, program director, Masters of Strategic Foresight, Swinburne University, Melbourne, Australia
Rowena Morrow, lecturer and associate professor, College of Technology, Swinburne University, Melbourne, Australiakey words: education
issue area: Learning and Education
Towards a Global Virtual Museum and Collaboratory of the Future: Designed By and For Youth
Personal computer creator and visionary Alan Kay said, “The best way to predict the future is to invent it.” This session presents an emergent, web-based, “open source” and community participatory design model of developing a virtual museum about and for the future. Taking off from the exponential growth and success of user-designed/contributed content and experiential resources on the Web, such as Second Life, Wikipedia, YouTube, FaceBook, and LinkedIn, this panel presents the proposed Futures Collaboratory and Virtual Museum of the Future through several components and initial visual interfaces. A Virtual Museum of the Future “virtual design studio” will be explored, with examples and collaborative projects designed by students from around the world. This project will also show how we can re-engage and leverage the creativity and energy of students into the study and creation of the future, how this environment is consistent with the new emerging Web 2.0, and how it can become a “living virtual collaboratory” for futurists, educators, researchers, and community professionals.
Who should attend: Educators, teachers, Web and education technology specialists, futurists, and students.
What you’ll learn: Attendees will learn about global community-created and participatory design models of web learning and research resources; collaborative technologies (such as wikis, collaboratories, virtual worlds, and web-based topic maps); new, easy-to-use open-source multimedia/Web authoring and publishing systems for designing interactive learning (e.g., Pachyderm.org), and how a constructivist approach (“learning by making”) can result in a living action/design research model for students to envision and help create the future.
How this knowledge can be applied: The tools and resources discussed can be readily applied by others interested in the future of science, arts and culture, technology, and literacy, as well as the future sociocultural practices of all these.Linda D'Acquisto, founder and president, Kid Curators LLC; director, D'Acquisto Consulting LLC; author, Learning on Display: Student-Created Museums that Build Understanding, Middleton, Wisconsin
Ted Kahn, president and CEO, DesignWorlds for Learning, Inc.; fellow, Center for Science, Technology and Society, Santa Clara University, Cupertino, California
Jack Park, research scientist, SRI International; founder, TopicSpaces.org, Menlo Park, Californiakey words: education, technology, collaboration, virtual worlds
issue areas: Learning and Education; Technology and Science; Futures Methodologies, Tools, and Processes
This session is sponsored by John J. Gottsman in cooperation with the World Future Society.
SPECIAL EVENT
Synthetic Worlds, Digital Learners, and the Future of EducationEducation, by its nature, is a lagging sector, both in terms of what it teaches and how it presents material. The rise of the Internet and computers has only marginally changed schooling, basically mapping brick space learning into click space. The rapid rise of the Internet and its global presence has created a new generation of digital natives and growing numbers of immigrants. Nowhere is this more apparent than in the spread of synthetic worlds, massive multiplayer online games, and interpenetration of the membrane which currently separates the economic, social, and political worlds of the brick and click spaces. While the viral impact of this effect is most visible in the economic sector, it is increasingly clear that the rise of these synthetic environments will have a major impact on what we consider education and how it is delivered, pre-K to gray.
Who should attend: Educators, financial decision makers, government decision makers, education planners, and students.
What you’ll learn: Attendees will learn that the potential of synthetic worlds for economic, social, political, and global change is real and measurable, today. The impact on education will be particularly significant.
How this knowledge can be applied: Synthetic worlds are already having a significant global impact on all sectors, from commercial to social. Education, the lagging sector, will change in what is taught, how we learn, and how we utilize this paradigm shift in our daily lives.Tom Abeles, editor, On the Horizon, Minneapolis, Minnesota
David Pearce Snyder, consulting futurist, The Snyder Family Enterprise; lifestyles contributing editor, THE FUTURIST, Bethesda, Marylandkey words: education, virtual education, economics, global networks, business
issue areas: Learning and Education; Social and Cultural Trends; Futures Methodologies, Tools, and Processes
Revolutionizing Education
This session walks the global education community through the basics of the concept of the knowledge economy and knowledge sharing. We'll address the essential components of classroom instruction by focusing on building emotionally-safe learning communities within classrooms, schools, and institutions of higher learning. Focusing on literacy, social, and innovative entrepreneurship, we'll explore how access to knowledge can serve as a vehicle to create sustainable solutions, peaceful relations, and as the foundation of personal freedom.
Who should attend: Educators at every level, as well as government officials.
What you’ll learn: Attendees will learn how to add social/emotional content to existing instructional and curricular programs. They will also learn techniques to prepare youth to enter the globally competitive knowledge-based economy.
How this knowledge can be applied: New knowledge will be immediately applied through an explicit and systematic model of strategies and interactive techniques.Marni Mintener Barron, education consultant, Soul Tree Agency of Resources, East Lansing, Michigan
key words: curriculum, education
issue areas: Learning and Education; Social and Cultural Trends
Digital as a Second Language: A Lexicon for Digital Immigrants
After an informal audience survey, it was discovered that few people actively use even basic digital tools like Smart Phones or iPods. The audience, made up primarily of people in leadership positions, was also unfamiliar with most of the key websites reshaping our world. In other words, most leaders don’t get it. As a new generation of "digital natives" (the cohort now under 14 years old) grows up, we find ourselves, as a society, at a precarious crossroads. Ironically, many futurists still think and function in an “old school way.” This session is an eye-opening tour of the tools and skills of digital natives and explains why it is important to learn the language of a digital world.
Who should attend: Educators, government officials, leaders, business professionals, futurists, and recruiters.
What you’ll learn: The audience will learn how to speak and think “digitally.” They will learn about the paradigm changing technologies and companies, why they are important, and how to keep up with rapid change.
How this knowledge can be applied: People will be able to immediately apply the new skills, understand how to connect with digital natives, and protect themselves from becoming obsolete.Rex Miller, futurist, business leader, strategic consultant, and communications expert; author, Millennium Matrix, Southlake, Texas
key words: culture, digital, technology, trends, change
issue areas: Learning and Education; Technology and Science
A New Paradigm in Higher Education
Universities pride themselves on the quality of their knowledge workers. However, the future of universities will depend upon the ability of educational institutions to develop knowledge creators. The future of any country will depend upon the mind capital in that country to envision and create the future. The ability to innovate, invent, and create sustainable entrepreneurship will dictate the fortunes of individuals and countries. As the communication of knowledge becomes ubiquitous around the world, any job that does not require proximity can be outsourced. The classes we teach (outlined in this presentation) require innovative teaching experiences such as familiarity with nondisclosure agreements for idea protection, the keeping of soft innovation journals, and the development of ideas by focusing on one’s gaps in knowledge. By the end of the semester, each student has created innovations as well as explored new areas for entrepreneurship and leadership. The students in these classes are motivated to experience the world through the eyes of a creator and entrepreneur.
Who should attend: Anyone interested in how paradigm shifts in business, science, and technology might affect the future of higher education.
What you’ll learn: Participants will learn the educational techniques that will help future graduates compete in an accelerating global market place.
How this knowledge can be applied: The techniques that will be presented in this session can be applied to any discipline and will be helpful in creating learning organizations.Blake Godkin, futurist, Honors Programs Office, Texas A&M University, College Station, Texas
Rodney Hill, university professorship in teaching excellence, Texas A&M University, College Station, Texaskey words: creativity, leadership, entrepreneurship, interdisciplinary education
issue areas: Learning and Education; Social and Cultural Trends; Technology and Science
SPECIAL EVENT
Education 2030This session draws on the work of the United Nations University Millennium Project, sharing its research findings and methodologies in such areas as collective intelligence, nanotechnology, and genetic enhancement. The role of nutrition, stem-cell research and the neurological sciences in IQ, learning potential, and innovative educational technologies will be tied to the global strategic landscape and scenarios to the year 2030.
Who should attend: Anyone interested in the future of human potential and technological enhancements, along with an update on the global strategic landscape, and futures research methodology.
What you’ll learn: Attendees will learn about educational scenarios to the year 2030.
How this knowledge can be applied: This knowledge can be used in educational planning, research and policy priorities, and improved futurist consulting.Jerome C. Glenn, director, Millennium Project for the American Council for the United Nations University; co-author, 2007 State of the Future, Washington, D.C.
Theodore J. Gordon, senior fellow, Millennium Project for the American Council for the United Nations University; founder, The Futures Group; co-author, 2007 State of the Future, Old Lyme, Connecticutkey words: global futures, education
issue areas: Learning and Education; Technology and Science; Futures Methodologies, Tools, and Processes
Reaching Beyond the Walls: International Collaboration for 21st Century Students
Our future is inextricably linked to the complex challenges of the global community. Youth are facing shared global priorities such as issues in poverty, population, depletion of resources, concern for the environment, increased inequalities, war, and terrorism. Learning to become an effective citizen of the world demands that our students not only recognize that different cultures see reality differently, but also learn to deal effectively with cultural differences.
Global SchoolNet (GSN) extends learning beyond the walls of the classroom and provides a means for youth to collaborate with other youth throughout the United States and globally. GSN is a leader in international online learning since 1984 and creates project learning opportunities where youth can gain a better understanding of their own future plans, the conditions that will affect the future of their community, and issues of global importance. This session showcases innovative “future thinking” project-design activities and educational competitions.Who should attend: Educators, business and community leaders, and parents.
What you’ll learn: Participants will learn about educational resources and strategies that can help youth be successful in our changing global society, including: global project-based learning pedagogy, research and implementation models; aligning project-based learning to content standards; finding collaborative partners locally and globally; addressing cultural sensitivity and etiquette; and free and low-cost innovative collaboration tools.
How this knowledge can be applied: Educators and parents will learn how to involve youth in educational experiences that give them a global perspective.Yvonne Marie Andres, executive director, Global SchoolNet Foundation, Encinitas, California
Other Panelists To Be Determinedkey words: education, technology, youth
issue areas: Learning and Education; Social and Cultural Trends; Technology and Science
The Future Ain’t What It Used to Be: A Required College Course
Today is yesterday’s future. Students who enroll in “The Future Ain’t What It Used to Be,” an independent futures course taught at Morningside College in Sioux City, Iowa, look at numerous aspects of the future, viewing it from the past, present, infinity, and beyond. The Morningside course is broken up into four parts: study of the text from Futuring: The Exploration of the Future and then research covering futuristic topics from 1900-1950, 1950-2000, and 2000 and beyond. Since all the students in this course were born in 1987-1988, they are right in the middle of the research study dates. Students are required to write three significant research papers, each paper being more detailed than the previous one, and present two papers. All the topics, papers, and speeches will be outlined in this presentation, with actual students presenting a majority of the material.
Who should attend: Educators, business people, futurists, and everyone interested in a “futurism course” offered at a private, liberal arts college in northwest Iowa.
What you’ll learn: Attendees will learn about a current required course in composition and communication entitled “The Future Ain’t What It Used to Be.” Three to five students from the Spring 2007 college course will be invited along to present papers they have written, or speeches they have given, which relate to the study of the future from 1900-1950, 1950-2000, and 2000 and beyond!
How this knowledge can be applied: Attendees will see what one private, liberal arts college is doing to encourage the study of the future and may be able to apply this idea to their own college or university.David Chobar, associate professor of secondary education, Morningside College, Sioux City, Iowa
Students from Morningside College To Be Determinedkey words: education, student futurists, college course
issue areas: Learning and Education; Futures Methodologies, Tools, and Processes; Business and Careers
Using Learning Communities to Foster Futuring: The BGSU Experience
During academic year 2006-2007 Bowling Green State University (BGSU)-Firelands facilitated two distinct learning communities, one for professional faculty and one for public school students, with the objective of providing a first exposure experience to futuring. The common goal of our Initiatives for the Future (IF) Learning Community was to explore methods for teaching about the future, teaching for the future, and teaching in the future. Participants in the IF Learning Community produced a variety of curricular products.
Teachers and students creatively explored the future together in the e-futuring Learning Community and learned how to integrate futuring perspectives and methodologies into teaching/learning strategies, and pooled materials for electronic dissemination. Participating school teams were challenged to produce multi-dimensional projects that best illustrated “future thinking” about education 2050.Who should attend: Educators and students.
What you’ll learn: Attendees will gain an overview of BGSU-Firelands 2006-2007 innovative experience using learning communities to foster futuring skills. Tangible products from both communities will be shared.
How this knowledge can be applied: The outcomes from the BGSU-Firelands learning community experiences are fully transferable and replicable in educational settings from public schools to post-secondary institutions.Bonnie Fink, interim director, Center for Teaching, Learning, and Technology, Bowling Green State University, Bowling Green, Ohio
Kay E. Strong, associate professor of economics; director, Initiatives for the Future (IF), Bowling Green State University-Firelands, Huron, Ohiokey words: learning community, futuring, teaching
issue area: Learning and Education
Future Problem Solving: Students Preparing for the Future
Teaching students to consider goals for the next semester is an extremely difficult task. How can we get them to realize that the future is directly ahead of them? Skills and knowledge are essential for today’s students to fully discover how problem solving influences their tomorrow. Future Problem Solving Program International, begun in 1974 by E. Paul Torrance, was designed to help gifted students reach new heights in thinking about the future while acknowledging their role as problem solvers who can make a difference. Attend this session to learn more about this futurist program that reaches over 250,000 students annually and to hear from students involved in this program.
Who should attend: Educators and anyone interested in developing problem-solving skills in the youth of today so they will be prepared for the future.
What you’ll learn: Attendees will learn about the three competitive components of the Future Problem Solving Program International, tools for applying the six-step creative problem-solving process, and how to get students directly involved in their futures.
How this knowledge can be applied: Whether you are looking for innovative ways to challenge bright students, develop programs to promote community service, or teach students to write about the future, this presentation provides all you need to know in order to get students involved in Future Problem Solving Program International.Marianne Solomon, executive director, Future Problem Solving Program International, Melbourne, Florida
Cheryl Whitesitt, director, Minnesota Future Problem Solving Program, Brownsville, Minnesota
Students from Minnesota Future Problem Solverskey words: students, problem solving, future
issue area: Learning and Education
Youth Futures: Projecting the Roles of Disruptive Technologies, Anticipatory Knowledge, and Continuous Innovation
This session highlights the Global Youth Policy and Leadership Program at the University of Minnesota where faculty and students of all ages (kindergarten through graduate school) crafted scenarios, composed alternative futures, and explored other various futures methodologies. In this session, particular emphasis will be placed on the construction of future histories that can be used as alternative visions and maps to help youth of different backgrounds and experiences visualize and discuss the future. This session consists of ten short position papers, each followed by panelist responses and audience participation.
Who should attend: Educators, policy leaders, community leaders, innovative service providers, and youth.
What you’ll learn: Participants will learn about new ways to connect youth to the production of viable alternative futures through activities developed and applied both inside and outside the classroom. Audience members will look at current social and economic conditions, their pre-cursors, and their preferred and non-preferred extrapolations as launch points for youth futures.
How this knowledge can be applied: To aid the audience in applying this knowledge to their personal and professional contexts, short StoryTech exercises will be summarized and sent back to the audience by way of a new, online youth-oriented education futures journal, Global Leapfrog Education.Arthur Harkins, professor, University of Minnesota; co-founder, Horizon Forum; co-principal, Global Leapfrog Institute, Minneapolis, Minnesota
George Kubik, president, Minnesota Futurists; former federal strategic futurist and assistant regional director for strategic planning, Minneapolis, Minnesota
John Moravec, doctoral candidate, University of Minnesota; coordinator, Urban Leadership Academy; co-founder, Horizon Forum; co-principal, Global Leapfrog Institute, Minneapolis, Minnesotakey words: youth, leadership, innovation, knowledge production
issue areas: Learning and Education; Social and Cultural Trends
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