We share evidence-based K-12 learning strategies that empower you to improve education.
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I've experienced online learning way back years ago and I don't really like online/virtual learning. Why? Because active interaction is very important aspect in learning. Once the machine gets into trouble, you can either make ask for another activity or ask for a real teacher who discuss the topic.Steven from school grants
I've been thinking more and more about _Ender's Game_ when the protagonist is living at the military academy and all of his academic lessons take place on an iPad-like slate that he can carry with him. His lessons and materials are always available, and his teacher is in near-constant contact via web conferencing to help explain difficult concepts or share ideas with.
What would it look like if student desks were a touch-screen (iPad-like) computer? reading material could be summoned at the will of the teacher, students could type their ideas with the virtual key board or write their formulas and graphs with a stylus. Kids with difficulty reading could plug in head phones and listen to the text similar to an audio book.
What if lessons looked like interactive games? What if a history class looked like our best understanding of the past but in a virtual World-of-Warcraft-like world of the Industrial Revolution, Shogun Japan, Civil War South. Students could play games that required them to make choices similar to the one that the historical figures were confronted with. Students could then compare their choices and ideas to those of our ancestors and discuss the influence of changing values and ideas have on the choices people make?
How important will the memorization of facts be as smart phone and mobile computers become cheaper and more ubiquitous? How important will creative and critical thinking be as information can be consumed and published as easy as talking and listening?
Everything (school/work/entertainment/socialization/consciousness) will evolve as quickly as technology can evolve toward immersive Alternate Reality Game Based activities. The key will be the application of semantic algorithms to activities that allow for individualized assessment on any and all of the top 100 (order of magnitude) human cognitive faculties. Such assessment will satisfy the Regime of Competence for activities (play/games/work) at each person's level in each faculty. A user generated content business model will ensure an infinite supply of games at every level desired. Games will be rated for how well they move a learner through a given level.
Most online education is now little more than video capture of teachers teaching. This has economic advantages, but does little to enhance motivation. While this form of online education will continue and expand, I expect we will also see new kinds of digital modules that will be used to supplement conventional classroom instruction. Some of these targeted applications will even provide individualization and possibilities for after-school use and thereby address the myriad of student needs. We know that properly constructed applications can engage and motivate students in powerful ways. For example, in one such application, even though students have to read library information and associate their newly acquired knowledge with observations that they make, students enjoy the task, and are motivated to reason from the evidence (think critically) to form logical conclusions. Therefore, we predict that similar, browser-delivered approaches that combine computer-enhanced motivation with learning in many curricula will be developed and used.
Education as a means to career development will require both an integration of learning modes as well as the development of facility with new technology. Providing anything less would be a disservice to our students. Technology will also teach individuals to interact and communicate in a virtual environment. With globalization in some form in virtually every industry, our students must be prepared to engage and thrive. Personal interaction and the competencies to work independently, one on one and in teams will also be critical, so I believe there will always be the need for education in a formal setting, although it may look different than it does today.
The projection depends on the level. Early on (operhaps preK-8) human interaction will remain critical to provide models, engagement, and motivation but on-line resources will be used increasingly for enrichment and in lieu of traditional texts and materials. At the specialized professiona and workforce improvement levels, on-line and potential other technological approaches will become dominant for well motivaterd and career-development students to the point of being the sole source of education.
All K-20 learning will integrate online apps to the palmtop or through other smart, nano-sized technology enabled tools. Blended learning will be the "best of both worlds"
First of all, with respect to technology, no one can predict what the technology will be FIVE years from now and so to think about 20 is even more absurd. But I would hope that there would always be a place for the person-to-person dialogue that contributes to learning - even if it's a small group working with an expert. So, I would predict a hybrid educational experience of some sort - with the belief that what it would look like is not worth contimplating.