Centre for Educational Multimedia
     
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Future scenarios and encouragement of a futures perspective

This Digistory focuses on the development and implementation of a school wide futures perspective at the Eastern Fleurieu School.

The school has adopted a futures perspective in which staff are encouraged to reflect on what the world will be like for students in the future and what learning and skills will be available for them. Related scenarios can also be found in Warner (2006), and on YouTube (Did you Know 2.0? 2008).

The following video clip explains the school’s use of scenarios. The screen shot to the right shows the Learning to Learn website described in the video clip.

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Following this process through logically, the implications of the vision of the future were explored in terms of relevance to issues such as text book acquisition.

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The use of scenarios for the education of teachers has been previously described by Williams (2005), who has also explored the importance of ICT knowledge and skills in such scenarios.

In the following video clip, the principal and head of school reflect on the trend towards replacing paper-based resources with digital equivalents.

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DEEWR

Learning to Learn

At the heart of the Learning to Learn Initiative by the Government of South Australia is the concept of moving beyond reform to redesign. The Initiative logo symbolises the sentiment of the following quotation:

We need a metamorphosis of education - from the cocoon, a butterfly should emerge. Improvement does not give us a butterfly, only a faster caterpillar

Banathy, B.H., (1995) in Systemic Change: Touchstones for the Future School edited by Patrick Jenlink. Arlington Heights, Illinois: IRI/Skylight Training and Publishing, Inc.

Specific objectives of the Learning to Learn initiative are:

  • reconnect teachers and leaders to their vocation, reigniting their passion as learners
  • develop deeper understandings of learning, pedagogy and curriculum to transform engagement and classroom practice
  • build new concepts of learning communities through a culture of inquiry.

The principles developed over the course of the initiative are:

  • constructivist learning principles are adhered to
  • teachers are learners first
  • learners are given maximum autonomy and minimal prescription for their learning
  • accountability is reframed as a learning opportunity
  • recognition is given that transformation takes time
  • an invitational stance is maintained since learner choice is seen as critical to the change process
  • a spirit of positive intent is assumed and positive energy is found and harnessed; that is, the success points are embraced and redesign occurs around these.
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