Disruptive innovation guru Clay Christiansen, for example, points to the dramatic unbundling of education from its current forms so that it can be personalised, repackaging, peer to peer and continuous. Whether it is classroom or workplace, online or offline, structured or unstructured, taught or learnt, standardised or not, certificated or not, then learning is likely to break free from our old mindsets in the coming years.
3.1 Defining Graduate profile for the 2045
A new vision for the future of education, should responds to the needs of “industry 4.0” or the fourth industrial revolution, where man and machine align to enable new possibilities harnesses the potential of digital technologies, personalised data, open sourced content, and the new humanity of this globally-connected, technology-fueled world establishes a blueprint for the future of learning – lifelong learning – from childhood schooling, to continuous learning in the workplace, to learning to play a better role in society.
Building up the next generation is one of the never-ending tasks, we at Technonatura have been specifically proclaiming the vision, "Rendezvous 2045" as the year 2045 as a glorious golden year full of creative, critical, scatter work, communicative and collaborative youth. One way to make students active in active work in accordance with the development of Industry 4.0 is through the development of robotics skills, where various STEAM (Science Technonoly Engineering Art and MAth) are available there.
Among the many discussions, innovations and general shifts in the world of learning – from school children to business executive – there are 9 trends that stand out:
- Students will have more opportunities to learn at different times in different places. eLearning tools facilitate opportunities for remote, self-paced learning. Classrooms will be flipped, which means the theoretical part is learned outside the classroom, whereas the practical part shall be taught face to face, interactively.
- Personalized learning. Students will learn with study tools that adapt to the capabilities of a student. This means above average students shall be challenged with harder tasks and questions when a certain level is achieved. Students who experience difficulties with a subject will get the opportunity to practice more until they reach the required level. Students will be positively reinforced during their individual learning processes. This can result in to positive learning experiences and will diminish the amount of students losing confidence about their academic abilities. Furthermore, teachers will be able to see clearly which students need help in which areas.\
- Free choice. Though every subject that is taught aims for the same destination, the road leading towards that destination can vary per student. Similarly to the personalized learning experience, students will be able to modify their learning process with tools they feel are necessary for them. Students will learn with different devices, different programs and techniques based on their own preference. Blended learning, flipped classrooms and BYOD (Bring Your Own Device) form important terminology within this change.
- Project based. As careers are adapting to the future freelance economy, students of today will adapt to project based learning and working. This means they have to learn how to apply their skills in shorter terms to a variety of situations. Students should already get acquainted with project based learning in high school. This is when organizational, collaborative, and time management skills can be taught as basics that every student can use in their further academic careers.
- Field experience. Because technology can facilitate more efficiency in certain domains, curricula will make room for skills that solely require human knowledge and face-to-face interaction. Thus, experience in ‘the field’ will be emphasized within courses. Schools will provide more opportunities for students to obtain real-world skills that are representative to their jobs. This means curricula will create more room for students to fulfill internships, mentoring projects and collaboration projects (e.g.).
- Data interpretation. Though mathematics is considered one of three literacies, it is without a doubt that the manual part of this literacy will become irrelevant in the near future. Computers will soon take care of every statistical analysis, and describe and analyse data and predict future trends. Therefore, the human interpretation of these data will become a much more important part of the future curricula. Applying the theoretical knowledge to numbers, and using human reasoning to infer logic and trends from these data will become a fundamental new aspect of this literacy.
- Exams will change completely. As courseware platforms will assess students capabilities at each step, measuring their competencies through Q&A might become irrelevant, or might not suffice. Many argue that exams are now designed in such a way, that students cram their materials, and forget the next day. Educators worry that exams might not validly measure what students should be capable of when they enter their first job. As the factual knowledge of a student can be measured during their learning process, the application of their knowledge is best tested when they work on projects in the field
- Student ownership. Students will become more and more involved in forming their curricula. Maintaining a curriculum that is contemporary, up-to-date and useful is only realistic when professionals as well as ‘youngsters’ are involved. Critical input from students on the content and durability of their courses is a must for an all-embracing study program.
- Mentoring will become more important. In 20 years, students will incorporate so much independence in to their learning process, that mentoring will become fundamental to student success. Teachers will form a central point in the jungle of information that our students will be paving their way through. Though the future of education seems remote, the teacher and educational institution are vital to academic performance.
Madrasah TechnoNatura is an experimental school founded in 2004 under the auspices of the CREATE Foundation (Center for Research on Education, Art, Technology and Entrepreneurship). The presence of the Madrasah TechnoNatura is an expression for an appropriate form of education with its era. The existing conventional schools were considered not yet optimal in responding to the challenges of the 21st century, especially with such rapid technological developments i.e. information technology.
Our role at TechnoNatura is to encourage STEAM-related interests and generate STEAM-project based learning for our students, and foster them into be inventor, innovator, a creative thinkers and doers who posses the required soft skills global profesionals of 21st century and ready to make the best out of the highly advanced future.
3.2 STEAM education
STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. The end results are students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. These are the innovators, educators, leaders, and learners of the 21st century
What distinguishes STEAM education with conventional science and mathematics education is the integration of subjects in learning environments, which show how science or engineering methods can be applied in everyday life. STEAM delivers thought, computation and focus on real-world applications in the world, and learns to find solutions to those real problems. STEAM is a learning tool that can be applied since the child is young, establishing a solid foundation of scientific, engineering and art thinking.
STEAM ties ALL the subjects to each other in an interdisciplinary way as well as to the full spectrum of the rapidly changing business and professional world. It is a life-long career and life-readiness way of educating and learning that is adaptable to the rapidly changing global world we live in. It promotes deeper understanding and transference of knowledge across the subjects. It is used for developing model educational programs to create functionally literate people by increasing the depth and breadth of proficiency in all students and educators and the communities they influence. It works by expanding a program’s current lesson plans into STEAM plans for more realistic discovery and innovation for all types of learners and support from and interaction with local and global community.
Moreover STEAM's approach is characterized as an approach that uses Project-based, integrated, multi-disciplinary learning for all levels of students, and grounded on "real" issues and concepts that apply the basic foundations of Science, Technology, Engineering, Arts and Mathematics
Cloud Based Education
aims to help every child access personalized educational experiences that can change the trajectory of their life.
Teachers using the platform become coaches and help each student to work through lessons at their own pace and to take tests when they are ready.
Analysis of real-time data from tests and lessons means teachers can tailor the help they provide to meet each student’s particular needs.
A key part of educational technology’s success rests on how well it can be adapted to the needs of the learner.
While a 2015 OECD report found little connection between how much a country invests in IT in schools and how well its children perform in educational tests, subsequent research is beginning to show more positive results when the scope of educational technology is narrowed to adaptive learning programmes.
found children using adaptive learning scored higher marks in reading and maths tests than those who had not used a personalised approach. Many who were previously below-average scorers ended up with above-average marks
Opportunities emerging from online platforms on cloud based that can augment teacher and students innovation when it comes to implementing global citizenship education. YouTube, Skype, Facebook and Twitter allow individuals around the world to connect in ways never before possible. And youth can take direct action using technology; for example,
But equally students whose learning took place completely online were outperformed by those who had some form of personal engagement, suggesting that a “blended” approach of classroom teaching and online learning may work best.
Access for all
Despite a small but growing body of evidence about the benefits of education technology, the biggest challenge to its more widespread use continues to be the lack of access.If technology is truly going to provide personalised education for all then something needs to be done to bridge the lack of internet infrastructure in many developing nations.
My steamdom an online direct setam and innovation platform, allows individuals in the world to make direct publication to their STEAM work entrepreneurs and students in developing countries.