- AFTER GUTENBERG
- HUMAN WELL-BEING?
- NETWORK SOCIETY
- NORTH SOUTH ISSUES
- SHRINKING WORLD
- CROSSCUTTING NEEDS
- K12 & HIGHER ED
- LIFELONG LEARNING
Latest project and team updates
Come to our workshop? A few spaces left
Video in the classroom
On October 20th, Future Learning Lab offers a full day workshop on uses of video in student driven learning. CEO at WeVideo in Olso, Erik Ræstad, is here to pilot us through som key issues relating both to uses of video as technology and more profoundly; how to tell an enganging story? Video is clearly one aspect of 21st Century literacy skills — so how do we master it, as lecturers, as tutors? And as students?
The workshop is based on discussions held during our June 2016 World Learning Summit. We´ll present one DDU-financed project on uses of video in social science courses — we have one BA course in English going and one MA course in Norwegian, both exploring uses of video to collaborate and reflect together on course material.
Lots of good tips and conversations. More info on this page.
We´re happy to announce Fount LeRon Schults as new member of our Future Learning Lab research group. LeRon will be presenting himself and his ongoing project MODRN in s meeting this coming fall. Here is a link to LeRon´s website. Hopefully we´ll also see more of his ideas coming into planning the 2017 version of the World Learning Summit.
Here is also a small bit from the MODRN project website: “The goal of the MODRN project is to create cutting edge computer simulations of religious and social conflict in Norway, using modeling systems that enable “virtual” social experimentation by integrating empirically validated theories in the scientific study of religion (and secularization) within complex “causal architectures.” These simulations will be calibrated using massive Norwegian datasets in dialogue with national and international experts in the fields of computer modeling, religious and secular diversification, and Norwegian public-policy.
MODRN will produce new tools for evaluating hypotheses about – and policies for – religious and socio-political change in Norway, Northern Europe and beyond. The three-year project begins 1 July 2016 and runs through 30 June 2019. It is funded primarily by the Research Council of Norway, with additional funding from the University of Agder (UiA) in Kristiansand, Norway, the Institute for the Bio-Cultural Study of Religion (IBCSR) in Boston, Massachusetts, and the Virginia Modeling, Simulation and Analysis Center (VMASC) in Suffolk, Virginia, for a total budget of approximately 1.4 million USD”.
Our summit in June 2016 was a great success, with close to 300 people visiting the first open day, and about 200 following up on day 2, about 100 on day 3. Visit our testimonials page to see comments as they come in.
A main feature was of course Peter Norvig, head researcher at Google in Mountain View, California. We were fortunate to have the collaboration of Aftenposten, BI Norwegian Business School, NHO/Abelia, and Oslo EdTech cluster. More will be posted as we process the presentation videos and upload some of the key presentations.
The program for our 2017 version of the summit is under way. We can already announce a keynote featured talk by Catherine Casserley — former CEO of Creative Commons. And there is lots more to come.
Happy to announce Derek Woodgate as our newest FLL member. Read more about him: Derek Woodgate is a consulting futurist, author, university lecturer and curator. He is President of The Futures Lab, Inc. an international futures-based consultancy, founded in 1996, which specializes in creating future potential for major corporations and institutions, He is also Vice-President and Director of Learning at the company’s non-profit arm LIFE (Learning Innovations in Future Education and Chief Creative Office at TFL’s “living the future” events company, FEEL (Future Entertainment and Events Lab). Derek is co-creator of the highly successful “living the future” event STEAM3 – The Future of Learning.
Derek is also an Assistant Professor in the Faculty of Information and Communications Technologies at the University of Adger in Norway; and Adjunct Professor in the Learning Technologies Division of the College of Education and Human Development at Georgia State University in Atlanta, GA, USA. At both universities he teaches courses on the science of foresight and its application for the future of education and learning. As a leading futurist, Derek’s principal expertise is in the interplay between emerging multimedia technologies, experiential learning and the future, topics on which he is a regular conference speaker and writer. Derek is due to complete his PhD at the University of Adger by the end of 2016. His dissertation is titled: “The impact of emerging multisensory augmented reality technologies on the future of experiential learning”.
His book, Future Frequencies (2004) was considered paradigm shifting in the foresight field, and his various pieces already published from his forthcoming book Future Flow give a fresh look at how experiential manifestations can be designed to be adaptive to personal aesthetics, imagination, moods, and emotions in order to facilitate new approaches to exploration, innovation, and learning.
Derek’s other published works include: The Future of Advertising – a chapter in “PR Rules: The Playbook” (2014) and he co-authored Calling the Toads—A Burroughs Compendium” (1999), with Lee Ranaldo of Sonic Youth, Allen Ginsberg, and Douglas Brinkley.
Derek is a founding member of the Association of Professional Futurists; former President of the Centex Chapter of the World Futures Society and a member of the World Futures Studies Federation.
Our modes and ways of learning have changed dramatically over the past few decades. Take a look a little further – say, 200 years back – and the beginning of the information revolution introduced newspapers with, until then, unheard of information speeds. The enlightenment brought new ideas. Time of travel decreased. Imaginations of the world and its many variations, increased. Cities were formed, nation-states were formed, international alliances were forged, as was our common understanding of education. We may take it for granted, but perhaps we should not take the future of education for granted at all? Educational institutions, perhaps especially Higher Education, are among the most resilient and long-lasting institutions of the West. The only institution that bears comparison in the English-speaking world, is the Catholic church. Oxford University dates back to the 1200´s. And yet, the movement that began with the introduction of the Mosaic web browser in 1993, the coming of the Internet, and the development of the Personal Computer, has changed — if not everything, then certainly – a lot.
These are the sorts of reflections marking a book that bears reading and commenting: Davidson, Cathy N. David Theo Goldberg (2009) The Future of Learning institutions in a Digital Age, Cambridge, Massachussetts: The MIT Press
- How should we think about the future of learning? What will future learning institutions look like, and what ought they to look like? Professors Davidson and Goldberg ask refreshingly fundamental questions. Their starting point – in this book and other collaborative works – is simply this: While learning spaces keep changing, at alarming speeds, institutions of learning have changed mostly “around the edges”. They remain fundamentally the same. One reason for this is simply the success of education as a social institution. Universities work. Our education systems have been effective.
- But now sources of information abound in a variety of ways. Ways of exchanging information have changed. How we interact with information, individually and as institutions, have changed dramatically. How information shapes and reshapes us has changed. A lot.
- And so has our way of understanding these issues, except perhaps in education – where a deeper and more probing approach is needed when it comes to how we understand the fundamentals of education´s digital future.
- Institutions of higher education are based on hierarchies, physical location and presence, as well as privileged access. Modern learning spaces now emerging, are characterised by networking, multi-levelled participation and information being accessible everywhere, all the time.
- From that perspective it becomes an open question whether and how higher education institutions will manage networks of tenured faculty, junior faculty, adjunct faculty and emeriti faculty – -as one example. Another example: What happens to student hierarchies defining and contrasting BA from MA from PhD, when information is accessible at low costs without enrolment into programs and institutions of distinction?
The book contains a wealth of well-placed questions and observations.