The document discusses key drivers that are shaping the future of education, including demographic shifts, economic shifts, new patterns of work, and technological disruption. It argues that the future will include more lifelong learning, competency-based assessments, artificial intelligence-enabled learning systems, simulations, collaborative learning, challenge-based learning, immersive learning, MOOCs leading to degrees, and new providers of learning. The future of education is emerging through modular, stackable learning; anytime, anywhere assessment for skills; and work-based learning for credit.

1. The Future is Now
Stephen Murgatroyd, Phd
CONTACT NORTH|CONTACT NORD
The Future is NOW
Stephen Murgatroyd, PhD
Chief Innovation Officer
Contact North | Contact Nord

3. $6.5 TrillionCURRENT GLOBAL SPEND ON EDUCATION

4. $10.2 Trillion2030 SPEND ON EDUCATION WORLDWIDE

5. OECD 2030 – THE FUTURE WE
WANT

7. What Is Driving What We Need to Do?
A QUICK LOOK AT THE FUTURE..

8. Driver 1:
Demographic
Shifts
 Rapid growth of
populations in China, South
Asia, India
 Seniors engaged in
learning
 More life-long learning
 More “just-in-time”
learning

9. Driver 2:
ECONOMIC
SHIFTS
 50% of the World’s largest
HQ’s are already in Asia
Pacific – 20% more say they
will move there.
 424 major cities generate
75% of world GDP – 325 in
Asia.
 Fastest growing markets for
goods and services are all in
Asia.
 By 2030 the G7 should be
China, India, USA, Indonesia,
Turkey, Brazil and Japan.

10. Driver 3:
New Patterns
of Work
 30% of workers in Canada
are self-employed gig
workers – and gig work is
growing faster than full-
time employment.
 Gig work is both
demanding and precarious.
 But gig work will grow,
especially as more seniors
re-enter the workforce as
part-timers

11. Driver 4:
Technological
Disruption
 30-40% of all jobs world wide
will be impacted by technologies
like AI, 3D Printing, robots,
drones, stem-cells and
augmented and virtual reality.
 New skills and new partnerships
between people and machines
will be needed and some new
jobs will emerge.
 But the technology will change
not only what we do but how we
do it and who+what does it.

12. Driver 5:
New Kinds of
Organizations
 Uber like organizations
 New kinds of supply chains
 Growth of intangible
economy – now the
dominant economy in
many EU countries
 New public:private
partnerships

13. Driver 6:
Technological
Disruption
 Technology will directly
impact 30-45% of all jobs in
Canada and 40% of all jobs
worldwide.
 Some jobs will disappear,
some will be enhanced by
technology.
 Some 2.4 million new jobs
will likely be created as a
result of technological
innovation.
 We are all going to have to
learn to dance with robots!

14. About The Future of Education
TECHNOLOGIES FOR A DIFFERENT FUTURE

15. “
”
We know of no empirical evidence that
says that classroom instruction benefits
students (compared to alternatives) from a
learning achievement perspective..
Robert Bernard, Eugene Borokhovski and Richard Schmid
Centre for the Study of Learning and Performance at Concordia University

16. WE ALL NEED TO UNDERSTAND…
• Content is freely available
• Content is a small component of learning as a process
CONVEYING
CONTENT IS NOT
LEARNING
• Teaching and instructional design matter more than content
• Relationships matter – between students, between teacher
and student, between student and knowledge
PEDAGOGY NOT
TECHNOLOGY DRIVES
LEARNING

17. WE ALL NEED TO UNDERSTAND
• Technology is an enabler – is not “the answer”
• Technology represents both an opportunity and a barrier
TECHNOLOGY
SUPPORTS
LEARNING
• Of making the learner solely responsible for learning outcomes
• Reducing learning to an interaction between a student and a machine
and leaving out teaching, relationships and purpose
BEWARE OF
“LEARNIFICATION”

18. WE ALL NEED TO UNDERSTAND
Beware of “Datafication”
• The use of data to replace
decisions
• The use of untested algorithms to
manage organizations
Understand Cybersecurity and
Privacy
• Very little is now secure or private
• Beware of facial recognition and
abuses

19. So What is Emerging…?

20. New Approaches to
Assessment
 Competency based
assessments
 AI enabled
 On Demand
 Stackable assessments
 Marked automatically
 Captured on blockchain

21. Artificial
Intelligence
Enabled Learning
Systems
 Adaptive and responsive
learning systems
 Smart relationship building
chatbots
 Automated content
generation
 Quality assurance systems
for Open Education
Resources
 Analytics

22. Simulations
for Learning
 Complex simulations for
specific skills in health,
manufacturing, services,
hospitality, flight training..
 Robots and AI together
with instruction are
powerful ways of ensuring
competency
 Serious games enable
critical thinking
 Been in use for sometime,
getting better and
smarter..

23. Collaborative
Learning
 Communities of inquiry as a
basis for learning are enabled
by
 Social media (closed or
open)
 Platforms like Slack or
Mastery+
 Linking learners to
workplaces and
professionals through
RiiPEN
 Linking students worldwide
through peer to peer
learning networks

24. Challenge and
Design
 Engaging students in a challenge
where the ”answer” is unknown
enables high levels of learning
 Using all sources of knowledge,
networks and coaching to secure an
outcome
 Major new learning occurs for all,
whether they “find” an answer or
not..
 Project based learning is a discipline
– Engage – Investigate – Act
 Ecole42 is based on this big idea

25. Immersive
Learning
 Augmented and virtual reality
enabled learning – rich
immersive experiences in a
“safe” environment
 Practice for skills – enabling
mastery and competency
 Individualized support for
learners

26. MOOCs for
Degrees
 In 2018, 101 million
enrolled in MOOCS
 11,400+ MOOC courses
 900+ course providers
 47 degrees (or
equivalent) available by
MOOC in 2018
 100+ degrees
anticipated by 2020

27. New Players
 A variety of new providers of
learning
 Linked In Learning
 Squirrel uses AI and chatbot
tutors to teach across the
school curriculum and is
amongst the fastest growing
companies in China.
 Many corporations use digital
badges to recognize learning
 New public:private partnerships
 AU’s Hockey MBA
 Siemens partnerships around
Mechatronics

28. So What’s Next?

29. Modular,
stackable
learning
• Short learning
experiences
• Accumulated over time
• Self-directed or
mentor/coach enabled
• Anytime, anywhere
• Blended, in-class,
online

30. Anytime,
Anywhere
Assessment for
Skills
• Competency
based assessment
• AI enabled and
marked
• Video, audio, in
person or remote
• Globally assessed

31. WORK BASED
LEARNING FOR
CREDIT
• Blurring the lines
between work, learning
and accreditation.
• Prior and current
learning assessments
• Call assessment “on
demand”
• Assessment only
qualifications

32. The future
matters
AND IT IS NOT A STRAIGHT LINE FROM
THE PAST – EXPECT DISRUPTION