Progress in Education:

A Handy Guide

Education 1.0

This is what most people picture when asked to imagine school: students sitting in neat rows, listening to a teacher lecture. The teacher controls the curriculum and expects compliance from the students. Learning is assessed via formal, written tests.

Hallmarks of this style of education:

  • Teacher-centered

    • Learning is a one-way process

    • Students are receptacles who receive learning passively

    • Teachers are the high priests who bestow learning upon students

  • Standardization and one-size-fits-all curricula

    • Student interest is not considered relevant

    • Disciplines are taught separately rather than integrated

    • Facts are seen as more important than skills

  • Emphasis on tests

    • Students must prove they “get the material”

    • Rote memorization and regurgitation trump understanding and inquiry

Education 2.0

In this model, the teacher is no longer the “sage on the stage.”  There is a recognition that students are active participants in their own learning. They seek out sources of information and expertise, whether in person or via technology.  The teacher functions as a trusted guide on the student’s journey, providing feedback and mentoring.  Learning occurs in a variety of complex contexts rather than only in isolated academic environments.

Hallmarks of this style of education:

  • Engaged conversations

    • Peer to peer

    • Student to teacher

    • Student to social network

    • Student to content expert

  • The C’s

    • Communication

    • Collaboration

    • Critical Thinking

    • Curiosity

    • Creativity

  • Embracing technology

    • Using the web to connect to global experts

    • Asynchronous and “flipped” classrooms 

  • Exploration 

    • Project-based learning

    • Inquiry-driven rather than a top-down mandate

    • Students learn to define problems for themselves

Education 3.0

3.0 is based on the belief that content is freely and readily available, so the school no longer needs to be a content-delivery machine. 3.0 champions a form of education that is self-directed and interest-based, where problem-solving, innovation and creativity drive education. In this modality, learning is personal, social, and often informal. Students recognize that they are contributors to the global learning community. Learning and achievement are driven by intrinsic motivations, passions and needs of learners, rather than the intended outcomes and assessment practices determined by teachers.

Hallmarks of this style of education:

  • Heutagogical (rhymes with “cute-illogical”)

    • learners are highly autonomous and self-determined 

    • emphasis is placed on development of learner capacity and capability rather than on mastering facts

    • Teachers encourage students to define their own goals and achievements

    • Learners are proactive in authoring their own learning lives

  • Constructivist

    • Our experiences outside the classroom matter and shape us

    • Learners construct meaning, it isn’t delivered to them by an outside authority

  • Collective 

    • Students form their own learning communities

      •  possibly using social networking tools suggested and/or set up by the educator

    • Students contribute to collective knowledge

    • Students curate (one of the products of collective learning)

  • Egalitarian 

    • Teachers are part of a learning collective but may or may not be an expert contributor

    • Teachers expected to be good at meddling, nudging, provoking, challenging, encouraging, and hopefully inspiring

    • Teachers model responsible participation and reveal their own learning

  • Personal

    • Students use their learning preferences and technologies to decide how they will learn

    • Students demonstrate their learning through methods and means that work best for them: blog, create photo essays, do screencasts, make videos or podcasts, draw, sing, dance, etc.

  • Pro-active

    • Students take the initiative to seek feedback from educators and their peers. It is their choice to utilize that feedback or not

Education 4.0

Education 4.0 expands on the promise of education 3.0. It represents a deeper dive into HEUTAGOGY, or self-determined learning.  It stresses non-traditional thinking, non-linear problem-solving, adaptability, and a range of flexible skills. Education 4.0 is a desired approach to learning that aligns itself with the emerging fourth industrial revolution, which focuses on smart technology, artificial intelligence, and robotics; however, Education 4.0 is not merely about adapting to a changing workplace; it is also about maximizing human potential.

Hallmarks of this style of education:

  • Soft skills

    • Complex problem solving

    • Social skills

    • Process skills

    • Accountability and time management

    • Ability to adapt quickly to new situations

    • Creativity

    • Emotional intelligence (EQ)

    • People management

  • Technical skills 

    • Data science

    • Programming

    • Systems thinking

  • Project-based learning

  • Personalization

    • Interest-driven, which increases student engagement

    • Recognizes that every learner has a different starting point and brings different skills and interests to the classroom

    • Micro-credentials; qualifications that demonstrate skills, knowledge, and/or experience in a given subject area or capability

  • Learning how to learn

    • Learners find information on their own, rather than a teacher providing it in a predigested structure

    • Asking the right question is as important as finding the right answer

    • Inquiry and iteration

  • Acknowledges that the future is unknowable

    • There’s no way to predict what students will need to know in ten or twenty years, so memorizing ephemeral content is not the goal

    • Self-determined, creative problem-solvers are best equipped to face new challenges

    • There is no predetermined set of data that can “future-proof” students

  • Honors self-actualization 

    • A learner’s time is valuable

    • Nurturing a student’s interests and skills produces deeper inquiry and better outcomes

Education 5.0

& Beyond...

Stay tuned! We’ll let you know…

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