Education As Designs for Social Futures

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Из курса от партнера University of Illinois at Urbana-Champaign

New Learning: Principles and Patterns of Pedagogy

5 оценки

University of Illinois at Urbana-Champaign

New Learning: Principles and Patterns of Pedagogy

5 оценки

Education is in a state of flux – transitioning from traditional architectures and practices to new ecologies of teaching and learning influenced by the tremendous social and technological changes of our times. What changes are afoot today in workplaces, civic life and everyday community life? What are their implications for education? What are the possible impacts of contemporary social transformations on teaching and learning - including in the areas of technology, media, globalization, diversity, changing forms of work in the “knowledge society”, and, in these contexts, changing learner needs and sensibilities? This course explores three pedagogical paradigms: “didactic”, “authentic” and “transformative” learning. It takes an historical perspective in order to define the contemporary dimensions of what we term “new learning”. It prepares participants to make purposeful choices and link particular theories/instructional approaches to individual and group learning goals.

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Module 2: What is New Learning?

This module explores some of the key terms of education: formal versus informal learning; and the distinctions that might be made between the terms "education," "curriculum," and "pedagogy." It also addresses the question of the differences between education as an art and a science.

Changing Social Contexts of Learning9:11

The Profession of Education4:03

Contemporary Social Contexts of Education6:53

Changing Roles for the Teacher7:37

Changing Sites of Learning10:19

Education As Designs for Social Futures4:21

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Dr William Cope
Professor
Department of Education Policy, Organization & Leadership, College of Education
Dr Mary Kalantzis
Professor
College of Education

What are the designs for social futures?

What kind of education are we all going to be part of?

How are we going to deal with the blurring of the formal and informal learning?

What role do each of us play?

Do you play as a bureaucrat or an educator or a student or parent?

We need to think very carefully about the kinds of

purposeful decisions that we make in order to address

the changed environment and also to prepare people for

a world of engagement which requires much more complex action from them.

This means we, ourselves,

have to be flexible.

We have to be prepared to adjust.

We have to be prepared to explore.

And we have to be prepared to test all of

the preconceived notions about how learning happens and even our own experiences.

We need to be much more networked.

We certainly have to be collaborative,

but most importantly, our focus cannot only be on the process.

It has to always be on learner performance and the things they produce,

not just the things they can repeat to us.

So we are all engaged in what we call designing of learning.

Learning is not just a syllabus in a curriculum in some linear form.

It's a much more complex,

flexible environment of design and code design

between teams of learners and teams of instructors.

What are we going to do in this kind of environment?

The phrase that we've got here is designed for social futures.

We, as educators, need to think about our roles in the context

of the designs for social futures. So what are we gonna do?

One thing we can do is we can defend these increasingly anachronistic institutions.

We can say, "Education is good.

It's been done the way it has been for 150 years.

We're going to go back to basics."

That's a frequent phrase,

we're going to get back to the basics.

We're going to drill the students.

We're going to make sure they get good marks.

We're going to keep the authority of the teacher in the form that it was and all

these cherished forms which we lived with as students,

perhaps we got to maintain those because the way to deal with

a scary future is to retreat to a safe past.

Well, we can try to do that but I don't think it's going to work for us.

So perhaps then, could I suggest this?

That the fluidities and the uncertainties of our times also offer us an opportunity.

And they also not just offer us an opportunity but also,

they put on us a kind of responsibility

to not to be reactive but to be leaders of change in this process.

So as educators, we have a kind of unique role.

If you like the intellectual profession,

we think about the nature of knowledge.

If we're a science teacher, we think about the nature of science.

If we're an English teacher, we think about the nature of

human communication and literary takes in the meaning of life.

So we're an unusually philosophical and intellectual profession.

And given the fact that we're in all is remarkable change,

let's try and take a bit of an intellectual lead.

Let's just try and think, "Okay, what do we do next?

How do we respond to these changes in our practices?

What do we actually do as teachers to transform our practices?"

And we want to do that not just because we're being reactive

to a world that's changing around us,

but we want to be designers of that world.

We want to build human relationships and

knowledge ecologies which represent a certain set of ideals that we have as a profession,

and we are going to be active agents in that process.

So what I'm saying is we, as educators,

need to take a strategic stance if we're

not simply to defend an anachronistic institution,

if we try to move forward into the future as designers of

that future as opposed to people who were tossed around by change.

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