A time for change
The future is here, and the question is not IF students will download content rather than listen to lectures, or who will teach in schools, but rather HOW will you choose what to learn?
How do you educate future-proof students?
Transformative education is based on risk-taking, creativity and engagement. With over 200 teachers having gone through our training programs, we are confident that we have the tools and the passion to help schools and universities inspire students to take charge of their own future.
Working on a science fiction movie about the impact of robots and artificial intelligence on humanity, my co-working space colleague Finn E. Bugge asked a daunting question:
“If there is one thing that you could do to change the educational system and future-proof your students, what would that be “
Energy. Liberty. Support. Trust. Emotion. Help. Cohesion. Personal development. Enrichment. Friendship. Experience. Communion. Satisfaction. Curiosity. Communication. Critical spirit. Magic.
The circle that Mihaela, our trainer, draws on the board soon becomes too small to encompass all the words that are coming from the teachers to describe the three day workshop they have been attending.
How familiar does this sound: deliver - write - echo?
Each year, we’re adopting new tech tools to our classrooms. But are we spending an adequate amount of time checking out their quality? Probably not. And why sweat it? What would be the impact of not spending enough time on the learning theory or intended use of the tool?
"Frihet under ansvar": Freedom under responsibility is one of the most important principles governing the Norwegian society. The idea is good: you are free to choose your methods of working, you gradually learn to take more and more responsibility, and as you do, your degree of accountability for your actions also increases. Businesses thrive on this, and the flat hierarchy in the Norwegian working culture pays tribute to applying this principle.
Teaching is no longer about the teacher lecturing and the students absorbing information. We’re highly aware of the benefits from cross-curricular studies, blending science and math, for example, or incorporating music into a literature class. Thus, begging the question: Why is it still so often we rely on the same traditional model - where we separate subjects and lessons plans- to effectively teach?
Perfection the first time around has long been the expectation within the educational sphere. When educators “don’t get it,” they brush aside the idea, try out the next, and repeat the cycle. It’s vicious and de-motivating, adding an extra layer to what is already a challenging profession.
Myth busting time: Information-savvy digital natives do not exist.
Our vision for schools is more learning from experience and less learning from books/ebooks. More learning with tools then from tools. More learning from team/peers, and less teaching. More “start-up” schools , and proper tools to navigate that constructive chaos.