Graham writes on his about.me page:
In 2004 I founded Learning Without Frontiers (LWF) – a global platform that brought together thought leaders, innovators & practitioners to take part in probably the most challenging & provocative dialogues about the future of learning. I left LWF in 2013 to build a new organisation – Education Design Labs (EDlabs) – to put into practice many of the things that were explored in theory by LWF.
This is Learning Without Frontiers (aug 2012):
Graham was chosen to write the next book for the World Innovation Summit for Education (WISE). learning re-imagined.. Seth Godin et al..
via Graham Brown-Martin‘s learning re-imagined interview series/book – Sugata Mitra:
groups interacting – with web that links (books couldn’t do that) perhaps no longer even need a guide on the side
self-ogranizing learning environment. guide on side becomes friend
the machine – a schooling system – producing a product for a long-gone master
on panel at equinox summit via wgsi
with Susan Opok, Guilherme Cintra, Graham Brown-Martin, and Penny Milton
interviewing Jake Davis for book on connected learning:
The inclusion of my interview with Jake Davis within a book about learning in a connected world is to give voice to the kind of learner whom we almost never hear from in the discourse about education particularly when we discuss digital. So often the young people of Jakes generation are described as apathetic and disengaged from the society around them. Whilst western nations describe the transformative effect of digital platforms within emerging democracies and, for example, the “Arab Spring” the flip side is that they are not prepared for protest or even pranks within the emergent digital economy. The brightest minds of Jakes generation are now actively nurtured and recruited by our respective intelligence agencies to commit acts of espionage and civil surveillance on behalf of their nations. So by interviewing Jake I wanted to understand more about the world in which current and future generations are expected to grow and demonstrate dissent.
How the Connected Society is Transforming Learning, X Intl Seminar
13 min – seth – to train compliance, we don’t need more factory workers. 1) how to solve interesting problems 2) how to lead
14 min – noam – 1) help people determine how to learn on their own 2) indoctrination to follow orders
18 min – grahams conclusions: context; environment (21 min) – ideo, high tech high -blur of curriculum/space/roles; engagement (24 min) – teachers; technology (26 min) – those creating it for ed see ed as delivery – cuba 100% literacy w/no tech at all in schools, not something you can deconstruct and algorithmize; assessment (32 min) – all this great stuff.. but in the end – if you want to disrupt ed assessment is what you have to disrupt 34 min – ken – testing is engine of ed economy; the future (39 min) – 42 min – always in school reform
44 mi – start of q&a
57 min – we spent the last 30 years defining climate change.. we’re running out of time
1:01 – what if we designed society.
1:08 – the only thing we know for certain is the uncertainty..
indeed. let’s design for that.
context – use what you have/need
environment – from subject to topic
engagement – teachers as well as students
technology – after 30 yrs still waiting for tech to change ed
assessment – we measure what we can measure.. and that wags the dog of learning. the conversation around testing doesn’t happen in a neutral space… big business… revolution in ed won’t happen until we end the assessment craze
future – we don’t know it
ed is a passport to a better life?
purpose of ed – to equip kids with skills to build a better world
july 2015 – access denied
may 2016 – learners voice – are we really listening
Yes, we get many opportunities. But the problem is, no one considers what we say. Everyone thinks that we are just children who don’t understand what we are doing. If we raise a question which cannot be answered, people dismiss it.
Now, if you take the case of someone who imagines too much and doesn’t think practically, he may make up theories which, to be honest, can be very ridiculous.
The thing is, no one considers anything a person who thinks in a way that favours both imagination and practicality says because they are not following what society wants them to follow. They are taking the path others haven’t taken, because they want to. Not because society tells them to.
If you don’t understand what I’m trying to say, think of the quote,” Imagination is more important than knowledge.”
Now imagine it said by someone who is in the middle of high school. The person would be considered as someone who doesn’t value knowledge and has their head in the clouds. Now, if you imagine it in the mouth of the person who actually said it, Albert Einstein, it is a brilliant thought.
head in the clouds… and/or … brilliant
oh the things we are missing…
Investors in Bridge include Bill Gates, Mark Zuckerberg, Pearson, Omidyar Network, the UK and US government and numerous venture capital firms.
Bridge’s “school in a box” approach is a highly structured, technology driven model that relies on teachers reading standardised lessons, designed by educationalists in the US, from low cost tablet computers. This allows Bridge to keep down costs because it can hire teachers without qualifications and who are required to attend a 5 week course to learn how to read and deliver the script.
We identified 15 priorities that we felt needed to be tackled within 3 years if we wanted to set the system right. Of that 15, top of the list, was teachers. Teacher training, learning materials, teachers guides and all of those. We talked about girls education, school infrastructure and vocational education. These things were topping the list.
I was lucky enough to be invited by David Miliband of the International Rescue Committeein partnership with Dubai Cares and I spoke there on education in conflict
We were pointed to East Africa to look at Bridge International Academies and what they were doing. We went to East Africa, spent at least a week there talking to parents, particularly Kenya and Uganda, talking to local authorities, visiting the schools, seeing the students, talking to parents and the stakeholders. At the end I was struck by the ability of the children to read at a great level, the commitment of the teachers and the fact that there were systems of accountability, monitoring and evaluation. The management systems were clear.
The schools in Liberia and the piloted schools will be for government. There will be no school fees paid, the materials the students will use will be free of charge, but we want to pilot this to see if we can leverage the kind of management systems that Bridge uses to improve learning outcomes including teachers showing up on time, extend their school hours and days, etc.
I went to the local government officials near the Kenyan border and went as far as Kampala, by the time I was in Uganda I think they had around 7 schools. My information is that they have maybe 3 times as many now and this is since December 2015 or so. I don’t know. Bridge, by the time I was in Kenya, had 404 schools.
Here in Liberia we need help with teacher training. We need help with building the capacity of the teacher training institutions. There are too many young people out of the war who are functionally illiterate. We need help directing them to skilled training programs that actually give them skills and jobs.
These were teachers in the sciences and math. We killed many of them, some ran away with their Liberian wives and they’re not coming back here. These are the challenges. Building the human capacity to deliver on the essential service of education is what is needed.
need human capacity to deliver service of ed..? or perfect storm to leap to a nother way to live..
ie: hosting life bits – focus on self talk as data because: short