{"id":3802,"date":"2013-10-30T11:42:49","date_gmt":"2013-10-30T09:42:49","guid":{"rendered":"https:\/\/oeb.global\/OEB_Newsportal\/?p=3802"},"modified":"2016-11-21T15:06:23","modified_gmt":"2016-11-21T13:06:23","slug":"a-vision-into-education-3-0","status":"publish","type":"post","link":"https:\/\/oeb.global\/oeb-insights\/a-vision-into-education-3-0\/","title":{"rendered":"A vision into education 3.0"},"content":{"rendered":"

\"Borden\"<\/a>Lights, camera, action<\/strong>!<\/strong>\u00a0<\/b>I had one of the most<\/b>\u00a0rewarding opportunities<\/strong>\u00a0of my professional career last summer when I was allowed to<\/b>\u00a0<\/b>write and produce<\/strong>\u00a0a video series<\/a><\/span> around<\/b>\u00a0Education 3.0<\/strong>. Through my work directing the<\/b>\u00a0Center for Online Learning<\/strong>\u00a0(an academic \u201cthink tank\u201d dedicated to searching out academic problems and finding<\/b>\u00a0academic solutions<\/strong>), we created a<\/b>\u00a0<\/b>vision<\/strong>\u00a0<\/b>of learning in the<\/b>\u00a0near future<\/strong>. We literally went to<\/b>\u00a0<\/b>Hollywood<\/strong>\u00a0for two weeks, hired legitimate actors, used giant \u201cgreen screen\u201d sets, and so on. Even my 6-year-old daughter was cast in a non-speaking role! But throughout, we tried to show<\/b>\u00a0what learning could look like<\/strong>\u00a0in K-20 education five to seven years from now, if we use what we know about the<\/b>\u00a0most effective learning strategies<\/strong>.<\/p>\n

 <\/p>\n

But, as I have travelled the globe deconstructing the videos, I have found that it\u2019s hard for many to get past the technology and see the pedagogy \/ andragogy.\u00a0 The videos are attempting to showcase what I refer to as Education 3.0: the confluence of neuroscience, learning psychology and education technology.\u00a0 In the videos, the EdTech comes through loud and clear \u2013 from data driving personalisation to MOOCs to rich educational assets delivered when a student needs them, the technology is pretty obvious.<\/p>\n

 <\/p>\n

But, many seem to lose the rich tapestry of cognitive science and behavioural elements being showcased.\u00a0 And to me, that is what the future of learning is all about!<\/p>\n

 <\/p>\n

We know more about the brain and about learning than we ever have in our history.\u00a0 While most neuroscientists would argue we still know almost nothing about how the brain works, what we do know is light years ahead of our knowledge even 50 years ago.<\/p>\n

 <\/p>\n

I think of the \u201cGreat City\u201d being built in China where they are throwing out old notions of city planning and building a city from scratch.\u00a0 The technologies and understanding of engineering we have today will make the city incredibly efficient, safer, and better for everyone.\u00a0 Can you imagine if we built a University using that same idea?<\/p>\n

 <\/p>\n

We may start by eliminating an age-old practice that is fought with religious zeal by some: the lecture.\u00a0 According to a 2006 Engagement Survey, lecture is still 50% of all information dissemination in higher education in the USA.\u00a0 (I\u2019m guessing it\u2019s higher in most of the rest of the world\u2026) Yet, we have known for years it is ineffective and non-compelling.\u00a0 In 1996, Middendorf and Kalish cited several studies showing professors have a 10-18 minute window in which students MAY be engaged.\u00a0 After that, no matter how compelling the presenter, focus and attention lapses.\u00a0 Likewise, a few years ago, Dr. Eric Mazur \u2013 a Harvard Lecturer of the Year \u2013 measured his student\u2019s brain activity over the course of a week.\u00a0 Like TV-watching, lecture showed brain activity that dropped to a flat line. Perhaps instead of 50% lecture, our neo-millennial school allows 1%.<\/p>\n

 <\/p>\n

Then, we might move to a Problem-Based-Learning (PBL) model, rather than the broadcast model.\u00a0 We know that memory is enhanced tremendously when spaced repetition occurs.\u00a0 In fact, we know that a specific spacing is ideal for every person, even though that space is unique per individual.\u00a0 Problem-based learning can create an environment where spaced repetition occurs quite naturally.\u00a0 Likewise, we know that the more elaborately we encode information originally, the more easily that memory can be drawn out.\u00a0 Again, PBL can aid significantly in this endeavour.<\/p>\n

 <\/p>\n

Our new school should definitely include more planned, physical activity.\u00a0 We know the connections between cognition, learning, and memory with physical activity.\u00a0 Study after study shows measurable, cognitive gains when brains engage in aerobic activity.\u00a0 Yet, universities rarely require it at all.\u00a0 Instead, what if a requirement of any full-time undergrad was a physical education component?\u00a0 Perhaps we also encourage desks with treadmills and open learning areas with recumbent bikes, etc.<\/p>\n

 <\/p>\n

This Education 3.0 environment may include rest pods, a la Google.\u00a0 Scientists have studied the impact of Circadian rhythms contrasted with the homeostatic sleep drive for years.\u00a0 The curves generated by the two have regular intersection points.\u00a0 These points are when you typically fall asleep or wake up.\u00a0 And we know that over 50% of young people (those under 25) have sleep cycles which are not conducive to early morning learning.\u00a0 We also know that almost every human benefits cognitively from a short nap when the two curves come together in mid-afternoon.\u00a0 So our respite pods could mean a major difference in cognitive gain.<\/p>\n

 <\/p>\n

Our institution of the future will take what we know about boredom and utilise it too.\u00a0 Just seven minutes of boredom can result in a huge influx of cortisol in the blood.\u00a0 So, it\u2019s easy to see why over-exposure to boredom results in all of the things the stress hormone promotes: anger, frustration, depression, etc.\u00a0 How can we deal with that?\u00a0 Gamification, PBL, curriculum integration, social learning and many other strategies can dramatically change the boredom equation.<\/p>\n

 <\/p>\n

In the School of Thought video series, we tried to showcase a lot of this.\u00a0 When you look past the technology, you start to see education that utilises research on pattern finding, the Orthographic Lexicon, the Forget Curve, immersion and so on.<\/p>\n

 <\/p>\n

I\u2019m looking forward to speaking on some highlights of this research and information at ONLINE EDUCA BERLIN this December.\u00a0 I hope to see you there!\u00a0 Good luck and good teaching.<\/p>\n

 <\/p>\n

Dr. Jeff D Borden<\/a><\/strong><\/span>
\nDirector of the Center for Online Learning \u2013 Research & Innovation Network
\nVP of Academic Strategy & Instruction – Pearson
\nEnriched Lecturer \u2013 Chaminade University<\/p>\n","protected":false},"excerpt":{"rendered":"

Lights, camera, action!\u00a0I had one of the most\u00a0rewarding opportunities\u00a0of my professional career last summer when I was allowed to\u00a0write and produce\u00a0a video series around\u00a0Education 3.0. Through my work directing the\u00a0Center for Online Learning\u00a0(an academic \u201cthink tank\u201d dedicated to searching out academic problems and finding\u00a0academic solutions), we created a\u00a0vision\u00a0of learning in the\u00a0near future. We literally went […]<\/p>\n

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