Wednesday, 7 August 2013

e-Learning Activity: Decision-Making Simulation


My decision-making context
I am reviewing the scenario through the lens of a Head of Department of a secondary school in suburbia of a major city in New Zealand. The teacher cohort exists of 60/40 male/female and there are approximately 650 students. The school is co-educational. There is excellent broadband access and availability with no problems to a continuous global connection.

Overview of the scenario
After reviewing the four scenarios of futures of learning which were presented in “Learning in 2025” by knowledgeworks.org, the future of learning scenario I have selected is “A Vibrant Learning Grid” whereby learners create rich experiences through the oasis/prosumer option. Personalisation of learning (key driver of change) creates opportunities for learners which are flexible and learning is available 24/7. The teacher has been transformed over time to become a learning journey mentor (or learning agent) who would guide instead of teach students. Being able to draw on key learning agents and using an array of global opportunities are also key drivers of change.

  
Brainstorm list of recommended decisions
·        Assessment is no longer structured but flexibility is enhanced to incorporate the learning experiences
·         Learning takes place locally, nationally or globally as to the requirements of the experience that is being learnt
·         Learning agents book/arrange/organise/structure time for the students to engage in higher order thinking experiences and to draw on the student’s strengths
·         Student networked collaboration is still seen as the foremost preferred option of learning.
·         Students identified with a particular strength in one area of knowledge, can be drawn upon their will to engage and share that knowledge with others to learn from
·         Is there validity in the relaxed yet rich learning ecosystem method to ensure students are gaining quantity worldly experiences, not just confining the student to quality in specific areas of knowledge?
·         This scenario allows equitable opportunities for all learners and new innovations are designed to support people with disabilities
   
Two most important strategic decisions
1.       Student networked collaboration is still seen as the foremost preferred option of learning.
Without the collaboration of students (the prosumers) the rich learning ecosystem will almost likely break down. Without the sharing of knowledge, the vast array of learning experiences or the vital peer support to learn from each other, this scenario could be in jeopardy. I think it is important that the learning agents retain the ‘reigns of the pathway’ that the students take as the learning agents have input into the arranging/organising/structuring of the learning experiences.
2.       Is there validity in the relaxed yet rich learning ecosystem method to ensure students are gaining quantity worldly experiences, not just confining the student to quality in specific areas of knowledge?
Learning is seen as a shared community asset and it seems students are selected to work collaboratively with others to ensure knowledge is passed on to others. In addition, progression is necessary for all students to ensure proficiency and expertise is upheld in the learning ecosystem.

Transferability of recommended decisions for the scenarios alternatives
I found the “learners forage for resources” future scenario quite disturbing in a sense that their learning ecosystem seemed so restricted, limited, non-eventful, with no inspiration or aspirations to succeed but only just to survive. It was perceived as a non-existent quality education system and the only robust learning opportunities came from limited learning centres. As for the “schools as centres of resilience” future scenario, again, I do not feel there would be a sense of community will to ensure everyone had equal opportunity to a full range of experiences. It is clear in this scenario that there was a divide between the haves and the have nots and therefore, student networks and collaboration would be limited or possibly not exist locally, nationally or globally. The “global competitiveness” future scenario would benefit somewhat from a valid rich learning ecosystem but I think the competition globally would in some way filter the quality that was being offered to the students.

WEBLINKS TO SOURCES OF SCENARIOS

 

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