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Ten Trends:
drivers of change
shaping our future
derek.wenmoth@core-ed.org
@dwenmoth
http://www.wenmoth.net
Karakia Tīmatanga
Unuhia te pō te pō whiri mārama
Tomokia te ao te ao whatu tāngata
Tātai ki runga
Tātai ki raro
Tātai aho rau
Haumie hui e tāiki e!
From the conclusion comes
understanding
From the understanding comes unity
We are interwoven, we are
interconnected
Together as one!
Trends… not predictions
Trends are particularly helpful in times of uncertainty.
Organizational anxiety can spread fast and cause leaders and teams to make poor
decisions. Without concrete answers to questions about the future, anxiety grows.
It's a vicious, terrible cycle.
Our goal right now isn't predictions. It's preparation for what comes next. We must
shift our mindset from making predictions to being prepared.
Trends are waypoints to help anticipate future states in a world where uncertainty
looms. Use them to examine your assumptions, cherished beliefs and expectations
for the future using a bolder, more holistic perspective.
This year it will be harder to do that, but it’s essential.
15 Years on…
• An opportunity to review what
we’ve been writing about, and to
consider the impacts we’ve seen in
education.
• A chance to consider the ‘long view’
and where these trajectories might
take us into the future.
CORE Ten Trends 2020
Ubiquity
Occurring independent of the
boundaries of time or place
Connectedness
Acknowledging our complete
interdependence as humans
Agency
Having choices and the ability to act
on those choices
Equity
Diversity
Humanity
TECHNOLOGY
TECHNOLOGY
Culture
Process
Structure
Economy
Equitable access.
Identity and access management.
System integration
Social networking
Immersive/visual environments
Mobile and ‘touch’ tech.
Big Data and analytics
3D printing
Virtual and mixed reality platforms
Artificial intelligence
Digital convergence and “Singularity”
The cloud
Blockchain
Social Mapping
Real-time reporting
The pervasive nature of change that occurs when a new
technology is introduced – it is not additive, it is ecological.
TECHNOLOGY
• 2007 a year of paradigmatic change
• iPhone released
• Facebook, Twitter, LinkedIn + other social media
• Mobile Devices
• Cloud
• Artificial Intelligence
TECHNOLOGY
Culture
Process
Structure
Economy
TECHNOLOGY
• How would you describe the key drivers for technology use in your
organisation? In what ways is this reflected in your organisation’s strategic
goals and values?
• How is your school strategically planning for the rapid advancement of
technology that can support learning for your students? What systems do
you have in place that can identify new advancements that support
educational organisations?
• What steps are you, your staff and community taking to ensure you are
keeping up to date about technological developments, so that you are able
to make informed decisions about future technological investment and
programmes of learning in your organisation?
• Who do you currently rely on for these insights? How do you assess their
potential impact on your work with learners?
TECHNOLOGY
Culture
Process
Structure
Economy
CULTURE
Technology
CULTURE
Process
Structure
Economy
Super-diversity
Digital fluency
Digital citizenship
Identity and privacy
Cyber-safety
Global connectedness
De-privatised practice
Personalising learning
Learner agency
Artificial intelligence
Cultural Narratives
Wellbeing
The product of the beliefs, perceptions, relationships,
attitudes, and written and unwritten rules that shape and
influence behaviour. Organizational culture is a reflection
of its leaders’ culture, ethics (or lack of them) and
consciousness.
CULTURE
When the things you say and the things you do (actions) are in
alignment with what you actually believe (values), a thriving
culture emerges. So great organisational culture results from
putting into practice what we say we believe and value as
important. (Sinek)
Consider…
• Treaty of Waitangi
• Shift in ownership of learning
• Diversity
• Digital
Technology
CULTURE
Process
Structure
Economy
CULTURE
• To what extent do your organisation’s values and the practices
that stem from them resonate with the issues and trends
identified in this trend?
• In what ways is your organisation or setting ‘inclusive’? Are the
articles of the Treaty of Waitangi evident in your organisational
values and in the culture that exists?
• To what extent is the voice of your students and of your
community effective in helping determine the culture of your
setting? How is this happening? In what areas could it be
improved?
Technology
CULTURE
Process
Structure
Economy
PROCESS
Technology
Culture
PROCESS
Structure
Economy
Change Leadership
Design thinking
Gamification
User generated content
ePortfolios
Deep Learning
Inclusive Education
New ways of managing IT
Learning record stores
Collaboration
Data Science
Big data/small data
Microcredentials
Maker culture
In business terms, process is a collection of related, structured
activities or tasks that produce a specific outcome. Simply put,
process may be understood as ‘the way we do things’
PROCESS
Consider
• Our management of how learners progress through their time
in schools
• Our recording of and reporting on progress and achievement
• Our approach to funding learners and their learning
Technology
Culture
PROCESS
Structure
Economy
PROCESS
Key trends to be aware of..
• Openness
• Collaboration
• Data and learning
Technology
Culture
PROCESS
Structure
Economy
PROCESS
Technology
Culture
PROCESS
Structure
Economy
https://www.amy.app/
PROCESS
Key trends to be aware of..
• Openness
• Collaboration
• Data and learning
• Deep Learning
• Assessment
Technology
Culture
PROCESS
Structure
Economy
PROCESS
Technology
Culture
PROCESS
Structure
Economy
https://vimeo.com/361200391
PROCESS
Technology
Culture
PROCESS
Structure
Economy
• Which of the trends and issues in this theme have already
impacted on your practice as an educator and/or on the way
your organisation ‘gets things done’?
• How is data being used in your learning setting to empower
both learners and teachers, and to reduce the administrative
workload for everyone?
• How is the learning journey of your students managed at
present? Who ‘owns’ this - why? How is the evidence of
learning collected and verified?
• What evidence of design thinking and/or gamification exists in
your setting? Is it fundamentally changing some of the ways
things are done in your setting?
STRUCTURE
Technology
Culture
Process
STRUCTURE
Economy
Networked communities
Advanced networks and ‘loops’
Community focus
The ‘smart web’
Private Public Partnerships
Alternative forms of assessment
Ubiquitous computing
Communities of learning
Learning ecologies
Virtual Learning
Schools as part of community
Changing role of the teacher
Educational institutions are by nature, very reliant on the
structures that give them their identity and serve to support
what they do and the way they do it.
STRUCTURE
Some of the structures we work within…
• Buildings and classrooms
• Classes and timetables
• Teachers and roles
• Curriculum and subjects
• Autonomous ‘schools’
The very structures that support our system also fail many of our
learners - making the need to address these concerns a matter
of equity above everything else.
Technology
Culture
Process
STRUCTURE
Economy
STRUCTURE
Technology
Culture
Process
STRUCTURE
Economy
STRUCTURE
• What are the key drivers behind decisions made in your setting
around curriculum (e.g. subjects taught), use of time,
allocation of tasks to teachers, design and use of learning
spaces, etc.?
• How might you, as a staff and your community, work to better
understand that addressing issues around structure are critical
to achieving greater equity in our system and in your setting?
• How might greater use of virtual/online learning be used to
ensure all learners are able to access the learning
opportunities they need/deserve?
Technology
Culture
Process
STRUCTURE
Economy
ECONOMY
Technology
Culture
Process
Structure
ECONOMY
Computational Thinking
21st Century Skills
Future workforce
Future of work
Innovation and entrepreneurship
Global connectedness
Sustainability
“Open-ness”
STEM/STEAM
Automation
Data engagement
OERs (open education resources)
Understanding ‘success’
Human Capital
Green computing
The way we generate wealth and the skill sets, required to
achieve this are key elements in any economy.
ECONOMY
The relationship between education and the economy is
important from two perspectives:
• The benefit to society of having well educated young people
who are prepared to take up roles in employment that will
contribute to the growth of our economy.
• The cost to society of investing in education, such as the
building of schools, teachers’ salaries, and curriculum
resources.
Technology
Culture
Process
Structure
ECONOMY
ECONOMY
Economic drivers:
• (un)Employment and demand for qualifications
• Changing nature of work
• Changing nature of society
• Globalisation
• Rapidly advancing automated processes
Technology
Culture
Process
Structure
ECONOMY
ECONOMY
Indicators of trends to watch for…
• OECD report “Dream Jobs? Teenagers’ career aspirations” –
half of Kiwi 15-year olds expect to work in just 10 occupations
at age 30
• World Economic forum report on “High Demand Jobs” none of
which were represented in the OECD list
• “Change Agenda: Income Equity for Māori” – need to unlock
Māori potential
• Shifting from a ‘financial maximization’ mindset (ref DAVOS)
Technology
Culture
Process
Structure
ECONOMY
ECONOMY
• How does the thinking in the economic theme influence your thinking
about ‘equity’ as a key area of concern within our education system? What
impacts do you see here and what responses do you think need to be made
in the way your school/programmes/community respond?
• How is the focus on things like learner agency, personalisation, competency
development etc. and the use of design thinking and gamification in your
school driven and/or informed by the trends and issues identified in the
economy theme?
• How far down the track is your school with the implementation of the
Digital Technologies and Hangarau Matihiko Curriculum? What are the key
messages you are giving students and the community about ‘why’ this is
important?
Technology
Culture
Process
Structure
ECONOMY
He purapura i ruia mai i rangiātea e kore e ngaro.
It’s fine to have recollections of the past, but wisdom comes from being able to prepare
opportunities for the future.
30
Innovation is in our DNA
23 July 2020
Innovative learning practice
Starts April 2020
Upcoming professional learning
Games-based learning practice (part 1)
Starts May 2020
CORE Ten Trends 2020

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CORE Ten Trends 2020

  • 1. 1 Ten Trends: drivers of change shaping our future derek.wenmoth@core-ed.org @dwenmoth http://www.wenmoth.net
  • 2. Karakia Tīmatanga Unuhia te pō te pō whiri mārama Tomokia te ao te ao whatu tāngata Tātai ki runga Tātai ki raro Tātai aho rau Haumie hui e tāiki e! From the conclusion comes understanding From the understanding comes unity We are interwoven, we are interconnected Together as one!
  • 3. Trends… not predictions Trends are particularly helpful in times of uncertainty. Organizational anxiety can spread fast and cause leaders and teams to make poor decisions. Without concrete answers to questions about the future, anxiety grows. It's a vicious, terrible cycle. Our goal right now isn't predictions. It's preparation for what comes next. We must shift our mindset from making predictions to being prepared. Trends are waypoints to help anticipate future states in a world where uncertainty looms. Use them to examine your assumptions, cherished beliefs and expectations for the future using a bolder, more holistic perspective. This year it will be harder to do that, but it’s essential.
  • 4. 15 Years on… • An opportunity to review what we’ve been writing about, and to consider the impacts we’ve seen in education. • A chance to consider the ‘long view’ and where these trajectories might take us into the future.
  • 6. Ubiquity Occurring independent of the boundaries of time or place Connectedness Acknowledging our complete interdependence as humans Agency Having choices and the ability to act on those choices Equity Diversity Humanity
  • 7. TECHNOLOGY TECHNOLOGY Culture Process Structure Economy Equitable access. Identity and access management. System integration Social networking Immersive/visual environments Mobile and ‘touch’ tech. Big Data and analytics 3D printing Virtual and mixed reality platforms Artificial intelligence Digital convergence and “Singularity” The cloud Blockchain Social Mapping Real-time reporting The pervasive nature of change that occurs when a new technology is introduced – it is not additive, it is ecological.
  • 8. TECHNOLOGY • 2007 a year of paradigmatic change • iPhone released • Facebook, Twitter, LinkedIn + other social media • Mobile Devices • Cloud • Artificial Intelligence TECHNOLOGY Culture Process Structure Economy
  • 9. TECHNOLOGY • How would you describe the key drivers for technology use in your organisation? In what ways is this reflected in your organisation’s strategic goals and values? • How is your school strategically planning for the rapid advancement of technology that can support learning for your students? What systems do you have in place that can identify new advancements that support educational organisations? • What steps are you, your staff and community taking to ensure you are keeping up to date about technological developments, so that you are able to make informed decisions about future technological investment and programmes of learning in your organisation? • Who do you currently rely on for these insights? How do you assess their potential impact on your work with learners? TECHNOLOGY Culture Process Structure Economy
  • 10. CULTURE Technology CULTURE Process Structure Economy Super-diversity Digital fluency Digital citizenship Identity and privacy Cyber-safety Global connectedness De-privatised practice Personalising learning Learner agency Artificial intelligence Cultural Narratives Wellbeing The product of the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence behaviour. Organizational culture is a reflection of its leaders’ culture, ethics (or lack of them) and consciousness.
  • 11. CULTURE When the things you say and the things you do (actions) are in alignment with what you actually believe (values), a thriving culture emerges. So great organisational culture results from putting into practice what we say we believe and value as important. (Sinek) Consider… • Treaty of Waitangi • Shift in ownership of learning • Diversity • Digital Technology CULTURE Process Structure Economy
  • 12. CULTURE • To what extent do your organisation’s values and the practices that stem from them resonate with the issues and trends identified in this trend? • In what ways is your organisation or setting ‘inclusive’? Are the articles of the Treaty of Waitangi evident in your organisational values and in the culture that exists? • To what extent is the voice of your students and of your community effective in helping determine the culture of your setting? How is this happening? In what areas could it be improved? Technology CULTURE Process Structure Economy
  • 13. PROCESS Technology Culture PROCESS Structure Economy Change Leadership Design thinking Gamification User generated content ePortfolios Deep Learning Inclusive Education New ways of managing IT Learning record stores Collaboration Data Science Big data/small data Microcredentials Maker culture In business terms, process is a collection of related, structured activities or tasks that produce a specific outcome. Simply put, process may be understood as ‘the way we do things’
  • 14. PROCESS Consider • Our management of how learners progress through their time in schools • Our recording of and reporting on progress and achievement • Our approach to funding learners and their learning Technology Culture PROCESS Structure Economy
  • 15. PROCESS Key trends to be aware of.. • Openness • Collaboration • Data and learning Technology Culture PROCESS Structure Economy
  • 17. PROCESS Key trends to be aware of.. • Openness • Collaboration • Data and learning • Deep Learning • Assessment Technology Culture PROCESS Structure Economy
  • 19. PROCESS Technology Culture PROCESS Structure Economy • Which of the trends and issues in this theme have already impacted on your practice as an educator and/or on the way your organisation ‘gets things done’? • How is data being used in your learning setting to empower both learners and teachers, and to reduce the administrative workload for everyone? • How is the learning journey of your students managed at present? Who ‘owns’ this - why? How is the evidence of learning collected and verified? • What evidence of design thinking and/or gamification exists in your setting? Is it fundamentally changing some of the ways things are done in your setting?
  • 20. STRUCTURE Technology Culture Process STRUCTURE Economy Networked communities Advanced networks and ‘loops’ Community focus The ‘smart web’ Private Public Partnerships Alternative forms of assessment Ubiquitous computing Communities of learning Learning ecologies Virtual Learning Schools as part of community Changing role of the teacher Educational institutions are by nature, very reliant on the structures that give them their identity and serve to support what they do and the way they do it.
  • 21. STRUCTURE Some of the structures we work within… • Buildings and classrooms • Classes and timetables • Teachers and roles • Curriculum and subjects • Autonomous ‘schools’ The very structures that support our system also fail many of our learners - making the need to address these concerns a matter of equity above everything else. Technology Culture Process STRUCTURE Economy
  • 23. STRUCTURE • What are the key drivers behind decisions made in your setting around curriculum (e.g. subjects taught), use of time, allocation of tasks to teachers, design and use of learning spaces, etc.? • How might you, as a staff and your community, work to better understand that addressing issues around structure are critical to achieving greater equity in our system and in your setting? • How might greater use of virtual/online learning be used to ensure all learners are able to access the learning opportunities they need/deserve? Technology Culture Process STRUCTURE Economy
  • 24. ECONOMY Technology Culture Process Structure ECONOMY Computational Thinking 21st Century Skills Future workforce Future of work Innovation and entrepreneurship Global connectedness Sustainability “Open-ness” STEM/STEAM Automation Data engagement OERs (open education resources) Understanding ‘success’ Human Capital Green computing The way we generate wealth and the skill sets, required to achieve this are key elements in any economy.
  • 25. ECONOMY The relationship between education and the economy is important from two perspectives: • The benefit to society of having well educated young people who are prepared to take up roles in employment that will contribute to the growth of our economy. • The cost to society of investing in education, such as the building of schools, teachers’ salaries, and curriculum resources. Technology Culture Process Structure ECONOMY
  • 26. ECONOMY Economic drivers: • (un)Employment and demand for qualifications • Changing nature of work • Changing nature of society • Globalisation • Rapidly advancing automated processes Technology Culture Process Structure ECONOMY
  • 27. ECONOMY Indicators of trends to watch for… • OECD report “Dream Jobs? Teenagers’ career aspirations” – half of Kiwi 15-year olds expect to work in just 10 occupations at age 30 • World Economic forum report on “High Demand Jobs” none of which were represented in the OECD list • “Change Agenda: Income Equity for Māori” – need to unlock Māori potential • Shifting from a ‘financial maximization’ mindset (ref DAVOS) Technology Culture Process Structure ECONOMY
  • 28. ECONOMY • How does the thinking in the economic theme influence your thinking about ‘equity’ as a key area of concern within our education system? What impacts do you see here and what responses do you think need to be made in the way your school/programmes/community respond? • How is the focus on things like learner agency, personalisation, competency development etc. and the use of design thinking and gamification in your school driven and/or informed by the trends and issues identified in the economy theme? • How far down the track is your school with the implementation of the Digital Technologies and Hangarau Matihiko Curriculum? What are the key messages you are giving students and the community about ‘why’ this is important? Technology Culture Process Structure ECONOMY
  • 29. He purapura i ruia mai i rangiātea e kore e ngaro. It’s fine to have recollections of the past, but wisdom comes from being able to prepare opportunities for the future.
  • 30. 30 Innovation is in our DNA 23 July 2020 Innovative learning practice Starts April 2020 Upcoming professional learning Games-based learning practice (part 1) Starts May 2020