Difference between revisions of "Future of Tablets in Education Main Page"

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Problem owner: Bernard de Groot, CIO Sanoma Learning & Literature<br>
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Problem owner: [http://www.linkedin.com/ppl/webprofile?vmi=&id=1006520&pvs=pp&authToken=Q3QD&authType=name&locale=en_US&trk=ppro_viewmore&lnk=vw_pprofile Bernard de Groot], CIO [http://www.sanoma-uitgevers.nl/nl-web-Home.php Sanoma] Learning & Literature <br>
Twitter http://twitter.com/batdegroot <br>
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Bernard is also on [[http://twitter.com/batdegroot Twitter]] <br>
http://www.linkedin.com/ppl/webprofile?vmi=&id=1006520&pvs=pp&authToken=Q3QD&authType=name&locale=en_US&trk=ppro_viewmore&lnk=vw_pprofile<br>
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<br>
  
 
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[[Image: future-education.jpg|thumb|300px]]
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==Team Members==
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[http://nl.linkedin.com/pub/chun-seok-chang/19/479/115 Chun Seok Chang] <br>
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[http://nl.linkedin.com/pub/spyridoula-drakopoulou/19/254/7b2 Spyridoula Drakopoulou] <br>
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[http://nl.linkedin.com/pub/margo-martinez/1/aa0/7a3 Margo Martinez] <br>
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[http://uk.linkedin.com/pub/ines-ranguelova/6/929/a87 Ines Ranguelova] <br>
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[http://nl.linkedin.com/in/neelssteyn Neels Steyn] <br>
  
  
==Team Members==
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==Introduction==
Chun Seok Chang <br>
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Spyridoula Drakopoulou <br>
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[[Image: complexity.jpg|thumb|600px]]
Margo Martinez <br>
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Ines Ranguelova <br>
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In this scenario set we explore the future of tablet technology in education.  Neither the desktop PC/laptop, nor the internet have thus far managed to revolutionize the education system, in spite of the enormous potential these technologies hold for education.  The excitement around tablet computers appears to be different though.  We explore whether the penetration of tablets in the educational system will differ from that achieved by previous computing technologies.  We also explore what form or manner this could possibly hold. In addition we broadened our research to explore whether technology, in general, will revolutionize the whole learning process. Our research focuses mainly on the EU region and refers both to primary and secondary education.
Neels Steyn <br>
 
  
== presentation feedback==
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==Focal Issue==
Like the newspaper - indicate clearer that it progresses in time
 
Good scenario questions - congrats !
 
Missmatch between monitoring and teacher as facilitator - can't have both
 
What is the problem with the Internet in education
 
Virtual learning pic is of an old style classroom
 
Have more aspects of the difficulty of changing, always harder and motet difficult than people
 
What is the ideal class size in a virtual class
 
  
==Focal Issue ==
 
  
What will be the future of tablets/technology in the classroom of 2025?  
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What is the future of tablet technology in education in 2025?
  
 
==Scenario Tree==
 
==Scenario Tree==
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[[File:ScenarioTree.jpg|600px]]
 
[[File:ScenarioTree.jpg|600px]]
  
==Scenario Stories==
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==Short Scenario Description==
  
[[School as Usual]] <br>
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'''School as Usual''' <br>
[[Another brick in the wall]] <br>
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In the School as Usual scenario we find that technology has yet again failed to enter the school system. Teachers resist to fully integrate tablets in the
[[Tailored Learning, Tailored Life]] <br>
 
[[Teacher, Leave Those Kids Alone]] <br>
 
  
<h2> Interview Questions </h2>
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'''Another brick in the wall''' <br>
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In this scenario,technology has fundamentally changed the way children learn. Moreover, the educational system is highly regulated and monitored by the EU governments. All EU countries have to abide to the uniform standards and rigorous testing imposed by the governments. Students are competing against each other in terms of performance as "student rankings" are published even at a daily basis. Students become highly competitive and aggressive due to the pressure to perform substantially better than their peers. <br>
  
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'''Tailored Learning, Tailored Life''' <br>
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In the Tailored Learning, Tailored Life scenario we find that technology has changed significantly the way education is delivered and the way that children learn.  Governments no longer control the schooling or education system, but children do not lead the learning process themselves.  Their learning is highly individualised and tailored to their specific talents, circumstances and interests. <br>
  
'''Personal Role and Project Expectations''' <br>
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'''Teacher, leave them kids alone''' <br>
1) What is your role as a Chief Innovation Officer in the company? <br>
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In this world, technology has significantly changed the way that children learn. Governments are no longer the primary drivers of the education system, and students themselves lead the learning process. Learning content and curricula is driven largely by the of
2) What are your expectations from this project? How would you like to benefit from the project (for Sanoma/on a personal level)? <br>
 
3) How broadly do you define education? What are your personal interests in tablets. <br> 
 
4) How do you think learning will be like in the future? Do you see any other innovation having an impact on the future of learning and education? <br>
 
5) Reuse of content, what is the level of collaboration between the divisions of the company?<br> 
 
6) Which is the geographical focus that interests you? <br>
 
  
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==Scenario Stories==
  
'''Sanoma's Business Model''' <br>
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[[Image: tablet_evolution.jpg|thumb|Tablet Evolution|400px]]
1) What is the current business model for Sanoma Learning and Literature? <br>
 
2) Describe your main products (textbooks vs other learning materials) <br>
 
3) Who are your customers and the market you are addressing? Revenue sources? <br>
 
4) Who are your main competitors? <br>
 
5) Suppliers (i.e. Who provides content?) <br>
 
 
 
 
 
'''Sanoma's Industry''' <br>
 
1) Is the industry driven by customers' demands and needs or is the company defining the future innovations (Apple)? <br>
 
2) Do you view companies like Google and Apple's interest in media as a threat? <br>
 
3) How do you see the market evolving in the short, medium and long term? What role do you see Sanoma playing in this market? <br>
 
  
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[[School as Usual]] <br>
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[[Another brick in the wall]] <br>
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[[Tailored Learning, Tailored Life]] <br>
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[[Teacher, Leave Them Kids Alone]] <br>
  
'''Obstacles to Adoption of Tablets for Education''' <br>
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==Interview Questions==
1) Why tablets? Laptops and PCs were very slow in penetrating schools. Do you view tablets as a different case? <br>
 
2) Laptops and PCs revolutionized the learning experience. Do you see tablets as an extension of this trend? <br>
 
3) What are the practical obstacles to adoption of Tablets in Education <br>
 
4) Do you see the tablets taking off? Under which conditions and when? <br>
 
5) (optional) Is there a security protocol? How constraining is it? <br>
 
  
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[[Interview Questions]] explored with Bernard de Groot during an interview on 17 August 2010
  
<h2>Research Questions</h2>
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==Research Questions==
  
 
'''Educational Systems around the world''' <br>
 
'''Educational Systems around the world''' <br>
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<h2> Systems Diagrams </h2>
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==Systems Diagrams==
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<gallery>
 
<gallery>
 
Image:System Diagram for Tabelt in Education 1.jpg|''System Diagram: Future of Tablets in Education ''
 
Image:System Diagram for Tabelt in Education 1.jpg|''System Diagram: Future of Tablets in Education ''
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</gallery>
 
</gallery>
  
<h2>Driving Forces</h2>
 
1. [[Technological babysitting in Child Care]]
 
  
2. [[E-Books Usage]]
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==Scenario Timelines==
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<gallery>
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Image:Timeline_sau.jpg|''Timeline for School As Usual''
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Image:Timeline_abitw.jpg|''Timeline for Another brick in the wall''
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Image:Timeline_tltl.jpg|''Timeline for Tailored Learning, Tailored Life''
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Image:Timeline_tltka.jpg|''Timeline for Teacher, leave them kids alone''
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</gallery>
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==Driving Forces==
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1. [[Technological babysitting in Child Care]] (IR)
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2. [[E-Books Usage]] (IR)
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3. [[Decrease of Students' Engagement]] (SD)
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4. [[Increasing Rate of Technological Change]] (NS)
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5. [[Increasing Rate of Learning]] (NS)
  
3. [[Decrease of Students' Engagement]]
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6. [[Increasing Online Collaboration]] (MM)
  
4. [[Increasing Rate of Technological Change]]
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7. [[Tailored and Alternative Learning Systems]] (MM)
  
5. [[Increasing Rate of Learning]]
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8. [[Performance Measurement via Technology]] (MM)
  
6. [[Increasing Online Collaboration]]
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9. [[Telecommunication technology]] (CC)
  
7. [[Tailored and Alternative Learning Systems]]
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10. [[Education cost]] (CC)
  
8. [[Performance Measurement via Technology]]
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11. [[Impact of the European sovereign debt crisis on education spending]] (NS)
  
9. [[Telecommunication technology]]
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12. [[Global Warming Threats]] (IR)
  
10. [[Education cost]]
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13. [[ Decrease in competitiveness of EU]] (SD)
  
11. [[Impact of the European sovereign debt crisis on education spending]]
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14. [[Increased number of teachers at retirement age]] (SD)
  
12. [[Global Warming Threats]]
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==Key Group Learnings==
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* Group learning happens through language creation: By discussing and analysing the problem we created a terminology with a common understanding which allowed us create more surprising, plausible, deep and quality scenarios <br>
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* To build a good scenarios we dug deep below the surface by interviewing/watching people who had something interesting to say and challenge our way of thinking. In addition within the team we had diverse ways of thinking which helped for high quality scenario creation  <br>
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* Scenario thinking is offering a new way of thinking. In our group that was mainly facilitated through challenging each others' ideas and defying assumptions that we were not even aware of <br> 
  
13. [[ Decrease in competitiveness of EU]]
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==Web-Resources==
  
14. [[Increased number of teachers at retirement age]]
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Complete list of [[web resources]].
  
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==References==
  
<h2>Web-Resources</h2> <br>
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Education=future picture retrieved [[http://www.google.nl/imgres?imgurl=http://www.immersivelabs.com/site/images/stories/education-future.jpg&imgrefurl=http://www.multibaggerpennystocks.com/2010/04/education-sector-in-india-poised-for.html&usg=__uJcnp1UrzWqZHRTjlkNWKfjDFZc=&h=428&w=600&sz=29&hl=nl&start=0&sig2=KPlwb-pcdCToj4o0LM_ZSw&zoom=1&tbnid=DdS6jAAGNXODLM:&tbnh=155&tbnw=199&ei=6LyITIuSOovvObTZ4JUO&prev=/images%3Fq%3DEducation%253Dfuture%2Bpicture%26um%3D1%26hl%3Dnl%26sa%3DX%26biw%3D1280%26bih%3D640%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=573&vpy=361&dur=144&hovh=190&hovw=266&tx=142&ty=184&oei=6LyITIuSOovvObTZ4JUO&esq=1&page=1&ndsp=16&ved=1t:429,r:13,s:0 from]] <br>
http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/978-92-9201-033-1/EN/978-92-9201-033-1-EN.PDF <br>
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Education complexity picture retrieved [[http://www.google.nl/imgres?imgurl=http://iwanbenneyworth.files.wordpress.com/2010/01/education-cartoon.gif&imgrefurl=http://iwanbenneyworth.wordpress.com/2010/01/&usg=__0UubjuX6qGPFzS8c-7hhDagPXvc=&h=457&w=534&sz=17&hl=nl&start=758&sig2=TatBrRquHwSrGjKkG7jpYg&zoom=1&tbnid=f5CIxBim1Cg62M:&tbnh=153&tbnw=179&ei=9LSITNnmC4f_Ofiy7JYD&prev=/images%3Fq%3Dtablet%2Bin%2Beducation%26um%3D1%26hl%3Dnl%26sa%3DN%26biw%3D1280%26bih%3D640%26tbs%3Disch:11,24281&um=1&itbs=1&iact=hc&vpx=530&vpy=305&dur=1650&hovh=208&hovw=243&tx=128&ty=131&oei=mrOITLytNYasOLKflM4H&esq=5&page=47&ndsp=17&ved=1t:429,r:13,s:758&biw=1280&bih=640 from]] <br>
http://scenariothinking.org/wiki/index.php/Education <br>
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Tablet Evolution picture retrieved [[http://www.google.nl/imgres?imgurl=http://olliebray.typepad.com/.a/6a00d8341eb53c53ef0133f09b5397970b-500wi&imgrefurl=http://elgg.norfolk.e2bn.org/_rss/individual.php%3Ffeed%3D34&usg=__LyE1JsZJlgf_bcf_53HxKFUAJ8I=&h=170&w=500&sz=174&hl=nl&start=0&sig2=sFLvidCVEas6mA-gvC1TVQ&zoom=1&tbnid=YuUiBmhuGS4woM:&tbnh=70&tbnw=206&ei=Kr2ITODnK47fOJO9hIcO&prev=/images%3Fq%3Dtablet%2Bevolution%26um%3D1%26hl%3Dnl%26sa%3DN%26biw%3D1280%26bih%3D640%26tbs%3Disch:1&um=1&itbs=1&iact=hc&vpx=626&vpy=122&dur=1361&hovh=131&hovw=385&tx=200&ty=55&oei=Kr2ITODnK47fOJO9hIcO&esq=1&page=1&ndsp=17&ved=1t:429,r:3,s:0 from]] <br>
http://scenariothinking.org/wiki/index.php/Power_of_Information-anywhere,_everywhere <br>
 
http://unesdoc.unesco.org/images/0017/001776/177609e.pdf <br>
 
http://unesdoc.unesco.org/images/0018/001865/186525E.pdf <br>
 
http://www.unesco.org/fileadmin/MULTIMEDIA/HQ/ED/GMR/pdf/gmr2010/gmr2010-annex-04-stat-tables.pdf <br>
 
http://rubble.heppell.net/places/media/drivers.pdf <br>
 
http://en.wikipedia.org/wiki/Millennium_Development_Goals <br>
 
http://www.unesco.org/en/efa/efa-goals/ <br>
 
http://rubble.heppell.net/places/ <br>
 
http://www.visualeconomics.com/how-countries-spend-their-money/ <br>
 
http://cct.edc.org/whatwedo.asp <br>
 
http://www.naeyc.org/files/tyc/file/TYC_V3N4_Blagojevicexpanded.pdf<br>
 
http://www.answers.com/topic/business-involvement-in-education <br>
 
http://www.answers.com/topic/technology-in-education-current-trends <br>
 
http://cct.edc.org/admin/publications/report/iPod_in_Education_Whitepaper.pdf <br>
 
http://www.un.org/en/mdg/summit2010/pdf/MDG%20Report%202010%20En%20r15%20-low%20res%2020100615%20-.pdf <br>
 
http://www.uis.unesco.org/template/pdf/wei/sps/Report.pdf <br>
 
http://ec.europa.eu/eu2020/pdf/COMPLET%20EN%20BARROSO%20%20%20007%20-%20Europe%202020%20-%20EN%20version.pdf <br>
 
http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html <br>
 

Latest revision as of 23:11, 5 October 2010