21st Century Learning and Teaching
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Learning Forever: Deconstructing Today´s Education - Miguel Ángel Escotet

Learning Forever: Deconstructing Today´s Education - Miguel Ángel Escotet | 21st Century Learning and Teaching | Scoop.it
From miguelescotet.com - April 5, 2015 6:11 PM

Educational institutions and their teaching systems lag far behind when it comes to adapting to new forms of knowledge and learning. While the education system shapes some of the components of society, it is also conditioned by society, and has therefore to adapt to society’s many and increasingly varied changes.

The requirements of changing ways of thought, scientific discoveries, new technologies, the steady turnover of the school population and the emergence of parallel education in the form of Internet and multimedia are only some of the factors which formal education has difficulty in assimilating.

The education system itself is reluctant to accept new teaching techniques and aids. In the age of the satellite, in the age of instant world communication, schools are still using blackboards or power-point presentations as placebos. This is not even realistic planning; it is enslavement to the past.

Gust MEES's insight:

Educational institutions and their teaching systems lag far behind when it comes to adapting to new forms of knowledge and learning. While the education system shapes some of the components of society, it is also conditioned by society, and has therefore to adapt to society’s many and increasingly varied changes.

The requirements of changing ways of thought, scientific discoveries, new technologies, the steady turnover of the school population and the emergence of parallel education in the form of Internet and multimedia are only some of the factors which formal education has difficulty in assimilating.

The education system itself is reluctant to accept new teaching techniques and aids. In the age of the satellite, in the age of instant world communication, schools are still using blackboards or power-point presentations as placebos. This is not even realistic planning; it is enslavement to the past.

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Juanita Jackson's curator insight, April 6, 2015 2:55 PM

The education system is moving in new directions.  The need for change is emerging.  
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Adapting to the digital age: a narrative approach | Research in Learning Technology

Adapting to the digital age: a narrative approach | Research in Learning Technology | 21st Century Learning and Teaching | Scoop.it
From www.researchinlearningtechnology.net - August 14, 2013 5:14 PM
Adapting to the digital age: a narrative approach

Via Ana Cristina Pratas
Gust MEES's insight:

 

What stories can be told about the fast-changing world of higher education, and what can we learn from them? Adapting to new situations, conquering fears and overcoming obstacles are familiar storylines, with particular relevance for university lecturers having to introduce new technologies in their working practices.


This is not the only story, there are many others, all unique, all with the potential to move us and make us reflect on our own situation.


This paper reports on a research project undertaken at London Metropolitan University, UK, with the aim of gathering and sharing personal accounts of successful adaptation to the digital age.


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Ana Cristina Pratas's curator insight, August 12, 2013 12:09 PM

Abstract:


The article adopts a narrative inquiry approach to foreground informal learning and exposes a collection of stories from tutors about how they adapted comfortably to the digital age. We were concerned that despite substantial evidence that bringing about changes in pedagogic practices can be difficult, there is a gap in convincing approaches to help in this respect. In this context, this project takes a “bottom-up” approach and synthesises several life-stories into a single persuasive narrative to support the process of adapting to digital change. The project foregrounds the small, every-day motivating moments, cultural features and environmental factors in people's diverse lives which may have contributed to their positive dispositions towards change in relation to technology enhanced learning. We expect that such narrative approaches could serve to support colleagues in other institutions to warm up to ever-changing technological advances.
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