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The future of learning and teaching: Big changes ahead for education

As the world we live in changes to embrace tech futures, how and what we teach in our education system will also be reshaped to keep up to date with the growing demands of the 21st century.

随着我们生活在一个拥抱科技未来的变革中,我们在教育体系中所教授的内容和方式也将被重塑,以跟上21世纪日益增长的需求。

We spoke with RMIT School of Education Professor Tricia McLaughlin about four key ways education is set change in the near future.

我们采访了RMIT教育学院的Tricia McLaughlin教授,他谈到了教育在不久的将来改变的四个关键方面。

1. Connectedness,collaboration and co-creation连通性、协作和共同创造

The concept of a teacher standing in front of a room full of students who listen and respond to direction is increasingly a thing of the past.

老师站在满屋子的学生面前,听着学生的声音,对学生的方向做出反应,这种观念正在逐渐成为过去。

While not an entirely new approach, student learning spaces will supercede the typical classroom that we know today. This will see students become partners or co-creators of their own learning.

虽然不是一种全新的方式,但学生学习空间将取代我们今天所熟悉的典型课堂。这将使学生成为自己学习的伙伴或共同创造者。

“Experiences that allow collaboration, communication and teamwork for all students often happen beyond classroom walls. We need to facilitate for these experiences in context, and our classrooms need to be a reflection of this,” McLaughlin says.

“让所有学生都能进行协作、沟通和团队合作的经验,往往发生在教室之外。”我们需要在语境中促进这些体验,我们的教室需要反映这一点,”麦克劳克林说。

They will be set up to allow collaboration to occur on learning projects between individuals, small groups or larger groups.

它们将被建立,允许在个人、小组或更大的小组之间的学习项目上进行协作。

Classrooms will coexist as physical spaces and online, flipping the current learning model upside down so that students can learn at home and spend class time collaborating and applying their knowledge to real-life issues.

课堂将以物理空间和网络的形式共存,将当前的学习模式颠倒过来,这样学生们就可以在家学习,并利用课堂时间进行合作,将他们的知识应用到现实生活中。

The formal classroom will be replaced by learning areas that allow individuals, small groups or larger groups to collaborate face-to-face or virtually on learning projects.

正式的课堂将被学习领域所取代,这些学习领域允许个人、小团体或更大的团体面对面地或虚拟地在学习项目上进行合作。

 

2. Anywhere, anytime learning

As we ride the wave of the digital era, it is becoming easier to get connected with a global reach. A world of information is at your fingertips with the click of a button or a simple voice command, and, as technology continues to advance, students need to grow their learning with it.

随着我们乘着数字时代的浪潮,与全球联系变得越来越容易。只要点击一个按钮或一个简单的语音指令,你就可以轻松掌握一个信息的世界。随着科技的不断进步,学生们需要通过它来学习。

Technology is no longer a motivating factor when it comes to learning – it is a must. It’s something that needs to be incorporated in the future of education to ensure students are equipped with the skills to cope in a world dependent on technology.

当涉及到学习时,技术不再是一个激励因素——它是必须的。在未来的教育中,这是一件需要被纳入的事情,以确保学生们拥有在一个依赖于技术的世界中应付自如的技能。

While some argue that technology in our classrooms creates lazy, disconnected students, McLaughlin believes this is a myth. She says technology has created endless boundaries of where learning can occur, with whom and why.

虽然有些人认为,我们教室里的科技造就了懒惰、孤立的学生,但麦克劳克林认为,这是一个神话。她说,科技创造了无限的界限,让人们可以在哪里学习,和谁一起学习,以及为什么学习。

“The reality is, classrooms can be anywhere anytime. Students can be working on projects in virtual contexts with other students from around the world at any given moment,” she says.

事实上,教室随时随地都可以。学生可以在任何特定的时间与来自世界各地的其他学生在虚拟环境中进行项目。

Technological advances have enabled interconnectedness of information and people with the touch of a button.

技术的进步使得信息和人只需按一下按钮就能互联互通。

Education in the future will need to demonstrate how technology can be used to students’ advantage, as well as teach future generations how to handle problems that arise from it.

未来的教育需要展示如何利用科技为学生提供优势,同时也要教会后代如何处理由此产生的问题。

“Technology can change learning forever and we need to embrace it and manipulate it to our advantage,” McLaughlin says.

麦克劳克林说:“技术可以永远改变学习,我们需要拥抱它,利用它为我们服务。”

3. Customisation for a learner-first approach为学习者优先的方法定制

Alongside our changing notions of what constitutes a classroom, our ideas about the way teaching is delivered must also be reshaped.

除了我们对构成教室的概念不断变化之外,我们对教学方式的观念也必须被重塑。

“Most professions treat each individual’s case differently – each patient of a doctor has individualised treatment plans. Education should be no different,” McLaughlin says.

大多数职业对待每个人的情况都不一样——医生的每个病人都有个性化的治疗计划。教育应该没有什么不同,”麦克劳克林说。

She says the old ‘one model of teaching and learning fits all’ is outdated and has no place in the agenda for future education. Teachers will become facilitators of learning and students will have more control of their own learning journey.

她说,旧的“一种教与学的模式适合所有人”已经过时,在未来的教育议程中没有任何位置。教师将成为学习的促进者,学生将有更多的控制自己的学习旅程。

“In the past, all children did the same work regardless of ability or skills. We now know that this contributes to disengagement, misbehaviour and poor outcomes,” she says.

在过去,所有的孩子都做同样的工作,不管能力如何。我们现在知道,这导致了脱离、不当行为和糟糕的结果,”她表示。

As a result, teachers will have individualised learning plans for students, which will enable each student to learn at a pace that best suits their abilities and to engage with content that is most beneficial to them.

因此,教师将为学生制定个性化的学习计划,使每个学生能够以最适合他们能力的速度学习,并参与到对他们最有利的内容中去。

A combination of evidence-gathering and feedback from parents, students and other professions will enable these plans to be successfully integrated into the education system.

将收集证据和来自父母、学生和其他职业的反馈结合起来,将使这些计划成功地融入教育系统。

To maximise the potential for individual progress, some elements of teacher-led learning will remain, which will augment traditional learning practices when combined with online digital media.

为了最大限度地发挥个人进步的潜力,教师主导的学习将保留一些元素,这将在与在线数字媒体相结合时加强传统的学习实践。

 
Classrooms of tomorrow need to focus on a combination of student engagement in learning, enquiry-based approaches, curiosity, imagination and design thinking.

未来的课堂需要关注学生在学习上的参与、基于探究的方法、好奇心、想象力和设计思维的结合。

4. Putting testing to the test把测试放在测试中

McLaughlin poses the question “what are we testing for?”.麦克劳克林提出了一个问题:“我们测试的目的是什么?”

Students today are heavily focused on the end result – achieving that high ATAR score, receiving a distinction in class, acing those tests. Education of the future will prove what you have been told many times before: results do not define you.

今天的学生非常关注最终的结果——获得高分,在课堂上取得优异成绩,通过考试。未来的教育将证明你曾多次被告知:结果不能定义你。

McLaughlin believes that testing on its own can be a dangerous approach.

麦克劳克林认为,单独进行测试可能是一种危险的方法。

“We too easily jump onto the test results in isolation of what we need to achieve. This can lead us off in the wrong direct to what’s really important,” she says.

“我们太容易跳到测试结果上而忽略了我们需要达到的目标。这可能会把我们引向错误的方向,直接指向真正重要的东西。

Grading is a waste of time if its purpose is solely to point out who is at the top and who is at the bottom. Assessments in the future will be evidence based, using measures that allow learning plans to be drawn up and personalised.

如果评分的目的仅仅是指出谁在上面,谁在下面,那就是在浪费时间。未来的评估将以证据为基础,使用允许制定和个性化学习计划的措施。

“The big question is ‘why are we grading and for whom?’,” McLaughlin says.

“最大的问题是‘我们为什么要评分,为谁评分?’”“,”麦克劳克林说。

“Surely we want a society in which everyone is able to do the job and elements of it competently. Do exams really prepare us for this future?”

“当然,我们想要的是一个人人都能胜任工作的社会,一个人人都能胜任工作的社会。”考试真的能让我们为未来做好准备吗?

Educators of the future

Curriculum teaching and learning already extends well beyond the classroom and will continue to do so, and as education changes to suit the future’s needs, the role of a teacher must also adapt and grow. It is each teacher’s responsibility to empower students to take risks, be innovative and seize any opportunity thrown their way.

课程教学已经远远超出了课堂,并将继续下去。随着教育的变化以适应未来的需要,教师的角色也必须适应和成长。每位老师都有责任让学生勇于承担风险,勇于创新,抓住一切机会。

In light of a shift towards a more personalised learner experience, teachers of the future must be prepared to be data collectors, as well as analysts, planners, collaborators, curriculum experts, synthesizers, problem-solvers and researchers.  

在向个性化学习体验转变的背景下,未来的教师必须做好成为数据收集者、分析者、计划者、合作者、课程专家、综合者、问题解决者和研究者的准备。 

 

First published 23 March 2018.

Story: Mikaela Ortolan

 

 


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