Keynote: International STEM Conference 2017: Dubai

Keynote: International STEM Conference 2017: Dubai

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Thomas Steele-Maley

May 18, 2017
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Transcript

  1. Cultivating Dispositions for a world of unprecedented complexity Thomas Steele-Maley

    From Atoms to Bits and Beyond
  2. “The future belongs to those who can imagine it, design

    it, and execute it. While others try to predict the future….we create it….” - Sheikh Muhammad Bin Rashid Al Maktoum
  3. CONTEMPORARY VISIONS DESIGN EXAMPLES INTO THE FLOW

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  6. • Body Level One • Body Level Two • Body

    Level Three • Body Level Four • Body Level Five 6 Disruption. Erupting. The future will be about designing for a world of unprecedented complexity.
  7. Understanding the world and how to design, prototype and study

    it to transform human potential is a critical need for students. We must open studio time and spaces focused on making and learning with things that learn. Through creating in connected technology architectures students cultivate design thinking, self-organized learning, new forms of robotics, and computational thinking as they explore the trillions of data points that drive the networked world (The Internet of Things). A Contemporary Vision for Technology and Innovation
  8. • Body Level One • Body Level Two • Body

    Level Three • Body Level Four • Body Level Five 8 “The school of the future must be able to experiment, learn, test, and teach its students how to do the same. Mickey McManus CEO MAYA Design
  9. We need to suspend our disbelief that education can change.

  10. CASE STUDIES

  11. • Body Level One • Body Level Two • Body

    Level Three • Body Level Four • Body Level Five 11
  12. NETWORKED LEARNING ECOLOGY NORTH AMERICA Speculative Futures

  13. Four “near future” vignettes to consider. How are we mutating

    our educational ecologies for these futures?
  14. N E T W O R K E D L

    E A R N I N G E C O L O G Y U B I Q U I T O U S , M O B I L E , B L E N D E D , P E R S O N A L I Z E D N E T W O R K E D L E A R N E R : I N D I V I D U A L I Z E D L E A R N I N G P L A N B A S E D O N B L E N D E D L E A R N I N G E C O L O G Y: E X P E R I E N T I A L F I E L D W O R K ; E S S E N T I A L S K I L L S D E V E L O P M E N T; A P P L I E D R E S E A R C H ; E X H I B I T I O N S N E T W O R K E D P R O J E C T T E A M S : M U LT I G E N E R AT I O N A L A N D I N T E G R AT I V E R E S E A R C H T E A M S C O L L A B O R AT I N G I N D A I LY, W E E K LY A N D M O N T H LY L E A R N I N G N E T W O R K S L O C A L C O N N E C T I O N M E S H : I N D E P E N D E N T L E A R N E R N E T W O R K S , L E A R N I N G E X C H A N G E L A B S ; E X P E R I E N T I A L L E A R N I N G ; M E E T- U P S ; T R A N S P O RTAT I O N , L E A R N I N G M E N T O R S H I P S ( FA R M , S C I E N C E L A B , P O L I T I C A L O F F I C E , C I T I Z E N S C I E N C E , C R E AT I V E E C O N O M Y G L O B A L C O N N E C T I O N M E S H : F O R M A L / N O N - F O R M A L B L E N D E D V I RT U A L L E A R N I N G C O M M U N I T I E S , N E T W O R K E D L E A R N I N G ( M O B I L E , U B I Q U I T O U S , S O C I A L LY R E L E VA N T, S C H O L A S T I C ) S E L F O R G A N I Z E D L E A R N I N G E N V I R O N M E N T S I N T E R D E P E N D E N T A C T I O N S : N E T W O R K E D PA RT N E R S H I P S F O R A C T I O N I N S Y S T E M S ( S O C I A L , E C O N O M I C , E N V I R O N M E N TA L B E T T E R M E N T, S O C I A L LY R E L E VA N T A C T I V I T I E S , M U LT I - S I T E D I N T E R N AT I O N A L P R O J E C T C O L L A B O R AT I O N . S O U R C E : S T E E L E - M A L E Y, T. ( 2 0 11 )
  15. GEMS WORLD ACADEMY - CHICAGO New Visions of Mobile Learning

  16. GEMS World Academy-Chicago employs four pioneering innovation strands to support

    and inspire our students, as they become global citizens. Focus is on creating “translocal understanding” to explicitly develop the key dispositions in students necessary to learn, live and work in extended partnership with others across the world. Learner as Researcher Field Studies Based Mobile Learning Connected Learning School as a Mesh Network
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  20. NATIONS ACADEMY - DUBAI Robotics and Computational Thinking across the

    curriculum
  21. • Body Level One • Body Level Two • Body

    Level Three • Body Level Four • Body Level Five 21
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  23. Design: Our Essentials • Classrooms not labs • Expectations of

    a contemporary teacher • Professional Learning • Interwoven in all subjects • new forms of assessment • Learner • Society • Knowledge • Design Based • Personalized Professional Learning • University Partners Teacher as Integrator Interdisciplinary Relevance “Perspectives” Research
  24. Design: Our Essentials • Classrooms not labs • Expectations of

    a contemporary teacher • Professional Learning • Interwoven in all subjects • new forms of assessment • Learner • Society • Knowledge • Design Based • Personalized Professional Learning • University Partners Teacher as Integrator Interdisciplinary Relevance “Perspectives” Research
  25. • Body Level One • Body Level Two • Body

    Level Three • Body Level Four • Body Level Five 25
  26. STANFORD 2025 AND THE MASTERY CONSORTIUM New Visions of What

    Students Need
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  29. RESEARCH, DESIGN, EXPERIMENT, ITERATE From Ideas to Meaning Making

  30. –Nassim Taleb “Milk uncertainty and try to exploit disorder”

  31. TECHNOLOGY IS THE EASY PART DESIGN AND PERSPECTIVE ARE ESSENTIAL

    OUT OF THE “LAB” INTO THE LEARNING ECOLOGY
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  33. • Body Level One • Body Level Two • Body

    Level Three • Body Level Four • Body Level Five 33 Learner Perspective Design and practice are of vital importance for learning from the personal and educational needs and interests of the learners themselves. Societal Perspective Design and practice focused on problems and issues that seem relevant for inclusion from the perspective of societal trends and needs. Knowledge Perspective Design and practice cultivate academic and cultural heritage that seems essential for learning and future development. Perspectives to Guide The Use of Innovation and Technology in Education
  34. Design: Essentials for Contemporary Education • Classrooms not labs •

    Expectations of a contemporary teacher • Professional Learning • Interwoven in all subjects • new forms of assessment (from proficiency to block- cert pathways) • Learner • Society • Knowledge • Design Based • Personalized Professional Learning • Partner with Business and Universities Teacher as Integrator Interdisciplinary Relevance “Perspectives” Research
  35. On Schools, Parents and Governments M O S T S

    T A K E H O L D E R S D O N ’ T R E A L L Y K N O W W H A T S P O S S I B L E I N E D U C A T I O N I N S T E A D , N E W M E A N I N G A N D D I R E C T I O N F O R E D U C A T I O N M U S T C O M E F R O M Y O U R V I S I O N A N D Y O U R S C H O O L S A C T I O N S
  36. #DIGEDME @steelemaley W H E N Y O U S

    E E A B L A C K S Q U A L L , S A I L T O W A R D S I T — F O R T H A T S W H E R E T H E W I N D I S - M E G L E S
  37. Audrey Watters: Hack Education Suggested Resources WeRobotics Refugee OpenWare Thomas

    Steele-Maley CTIO, Nations Academy @steelemaley S L I D E D E C K
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