The Future of Education on the Cloud

PRESENTATION - WORKSHOP

THE FUTURE of EDUCATION on the CLOUD

WG 4: SoC i-Future Brussels, 18 Nov. 2016

K. C KOUTSOPOULOS Professor NTUA and Doukas School Associate

Core partner SoC

• Introductory Remarks

• The SoC Foresight Methodology

• Application of the Delphi Method

K. C KOUTSOPOULOS

Professor NTUA and Doukas School Associate

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• SoC Future: Three Scenarios - Discussion

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Point 1

Indirectly the focus of this presentation is

CLOUD COMPUTING , a major technological breakthrough with a huge

potential for education

ICT ADVANCES, in the form of Cloud- based

technologies, provide the power to fundamentally

change how education should be approached and

practiced, creating the need for a new school, that its future has to be

THE SCHOOL ON THE CLOUD.

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K.C.KOUTSOPOULOS Professor NTUA and Doukas School Associate

IBM.

“with cloud computing in education, you get

powerful software and massive computing resources

where and when you need them (and we may add

in any way you desire), in order to apply new

educational approaches . cloud services can be

used to combine on-demand computing and

storage, familiar experience with on-demand

scalability and online services for anywhere, anytime

access to powerful web-based tools”

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Point 2

• The Work Presented is part of the school on the cloud for

digital citizenship network (SoC) Working Group 4.

• This Presentation reports on the findings of the foresight

exercises conducted by the SoC

• The main goal is to present the formulated scenarios for the

future of European education based on the foresight

findings.

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Point 3

Foresight: Is the attempt to map projections into the

future and to explore their potential implications.

IT IS NOT some forecasting by experts, neither a

prophecy nor a prediction.

Scenarios: Is the attempt to work with those

who are concerned with the futures inquiry

and its implications, to generate a set of

plausible divergent future worlds.

IT IS a tool to challenge the assumptions of

any given or inevitable future.

K. C KOUTSOPOULOS


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Point 4

The FORMULATION and the INTERPRETATION of the

SOC scenarios were intended to address the

CONDITIONS existing today in teaching and learning

in order to create an innovative cloud based

education / SCHOOL ON THE CLOUD

The SCENARIOS that have resulted from the SOC

FORESIGHT EXERCISE should be considered plausible

systematic VISIONS OF FUTURE education possibilities

that can be used for decision making as well as

exploring the future impact or developments of

CLOUD COMPUTING.

K. C KOUTSOPOULOS


EDUCATION CLOUD i-Leader (WG1)

i-Teacher (WG2)

i-Learner (WG3)

i-Future (WG4)

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EDUCATION CLOUD i-Leader (WG1)

i-Teacher (WG2)

i-Learner (WG3)

FORESIGHT DELPHI

SIX THINKING HATS BRAINSTORMING

BIBLIOGRAPHY TRENDS NEEDS

POLICIES

Jen (Manager)

Maria (Teacher)

Luc (Learner)

i-Future (WG4)

K. C KOUTSOPOULOS


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H The formulation of the scenarios followed the well-known and

traditional foresight application.

It started with an examination of future needs and

opportunities under various educational conditions based on

an extensive bibliographical work as well as the suggestions of

SoC's participating experts.

This was followed by an extensive examination and analysis

which resulted in a set of questionnaires used in the foresight

exercise,

The results of the exercise in turn led to scenarios that were

formulated as appropriate narrations of future educational

classroom conditions, learners’ activities and tools as well as

school operation in response

to the use of Cloud Computing.

K. C KOUTSOPOULOS


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The SoC methodology consisted of two parts:

• The foresight exercise

• The scenario development.

The foresight effort was based on the application of the

Delphi method (the other two methods: the six thinking

hat and the brainstorming were complimentary to Delphi

and were used in the scenario formulation).

The Delphi method was based on a number of

questionnaires whose questions were related to factors

considered appropriate to the three major education

stakeholders and led to the

Formulation of the scenarios

K. C KOUTSOPOULOS


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Delphi Method: is a process aiming at

collecting and distilling knowledge from a

group of experts through the use of a series

of questionnaires.

Six Thinking Hats: is a method o going

through decisions from different

perspectives, enabling participants to move

outside their habitual intellectual pattern

Brainstorming: is a method, used in groups

in order to support creative problem-

solving, and the generation

of new ideas.

K. C KOUTSOPOULOS


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No knowledge is more important than the knowledge of what not yet is, but could be Mihail Bahtin K. C KOUTSOPOULOS


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• Review of the state of the art

• Formulating the set of key uncertain

developments,

• Formulation of the Questions

• Selection of the Panel of Experts

• Administration of the Questionnaire

• Analysis of Responses

• Presentation of the Results

• Output

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K. C KOUTSOPOULOS

Professor NTUA and and Doukas School Associate

• The time horizon was decided to be 2025.

• The application process WAS carried out in two

phases. Involving as experts all the SoC Partners.

• The first phase WAS focused on getting qualitative

information, from experts represented by the three

groups of WG’s participants (i earners, i- Teachers

,i- Managers).

• The second phase used the qualitative

information extracted from the first phase, in order

to prepare the questionnaires for the second one.

• In each of the phases three types of

questionnaires WERE applied (for learners,

teachers and managers).

• Their administration and development

WAS on the cloud

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The scenario design adopted as part of the

SoC's foresight exercise was:

First: evidence-based, as it builds on the

trends emerging from a literature review;

Second: expertise-based, as it included the

views of experts which by definition are

the participants of the other three WG of

SoC (learners, teachers, administrators)

gathered in Palermo Italy in the Expert

Workshop;

Third: interactive, as it incorporates inputs in

person at the workshop;

Fourth: creative, as it is based on the

"creative-thinking" that came out from

the brainstorming activities AND the

application of the six thinking HATS

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For each SCENARIO a specific "story" was

developed. That story illustrates the reference

context that could develop in the future, if a

number of key trends and expected changes

happen in a specific direction (i.e. a possible

state of the future), providing information that

describe possible real-life situations in which

learners, teachers and administrators could

find themselves.

Each “story” provides a «day-in-the-life» of

the major education stakeholders in the

possible future situations envisaged, which in

turn can be used to serve the purpose of

stimulating education policy debates.

The SoC Scenarios

• i-Learner (the student)

• i-Teacher (the teacher)

• i-Manager (the leader)

bit.ly/SoC-wLearner

i-Le

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3)

i-Teacher (WG2)

Uppercase

http://bit.ly/SoC-wLearner




bit.ly/SoC-wLearner

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i-Le

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bit.ly/SoC-wTeacher

Uppercase i-Te

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(WG

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http://bit.ly/SoC-wTeacher




bit.ly/SoC-wTeacher

Uppercase





bit.ly/SoC-wLeader

i-Le

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G1)

Uppercase

http://bit.ly/SoC-wLeader




bit.ly/SoC-wLeader

Uppercase





The SoC Scenarios

• Luc (the student)

• Maria (the teacher)

• Jen (the leader)

The areas of Scenarios

• Learning Setting

• Learning Process

• Learning Practices

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Luc (a student) enters his school, which has no walls,

follows the EU and the ministry priorities, but adjusted to

the local conditions. He looks if there is anything new in the

intercultural area, greets his friends who are doing a small

game in the playground section and checks his mobile

device because his school is equipped with fast internet.

Representing The Learning environment where Learning is:

• Relaxed

• No walls

• New furniture

• Connection with nature

• Connection with other learners

• Diverse

• Collaborative

• No Classes

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Luc finds that one of his schoolmates has posted a question to their

teacher, which is still unanswered, because the teacher still discusses

the issue with the person responsible for technical issues related to ICT,

although himself has acquired at the university the competences to

teach media education which is part of every subject. So he decides to meet members of another group in the cantina, joining them for an

orange juice, to have fun and seek their help.

This represents the Learning Process where Students can have:

• Personalized Learning

• Critical thinking

• Flipped classroom

• Data management • Open source software

• Peer learning

• Tutorials from learners to learners

• Privacy awareness • Preparation for the real working environment

• Time-wise and content-wise organization

• Creative thinking

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His classmates have been already advanced in that area,

so they indeed can help, although the assessment will be

on an individual basis. Luc and his classmates continue to

get data from the open data cloud, using the free open-

source software available and other smart technologies

supported by the school and based on Cloud Computing

to analyze, manage and compile them, preparing a cool

interactive visualization.

This represents the Technological Competence where

Students can handle:

• Internet access

• Digital classroom

• Open data cloud

• Free open-source software

• Mobile Devices

• Smart Technologies

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After two hours, following the rules of the school, the

principal reports to Luc's device, based on information

brought to him by the Cloud, that he is sitting in front of his

computer for two hours and needs rest. Theresa the yoga

teacher comes and guides him and the rest of the group

of students to the relaxation room, showing them some

new exercises to relax their neck muscles.

This represents the Health Issues where Students have the

attention for their:

• Physical Health

• Mental Health

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Right after they finished their exercise they hear the “bell of

good ideas”. They move to the school's amphitheater and

wait for the announcement. One of their schoolmates just

had the idea, that his teacher supported and helped, of

using a 3D-pen to experiment, while at the same time

practice with the technique with the rest of the

schoolmates, in order to create an individual models of

chocolate for their Christmas party that interests him very

much.

This represents the Competence Characteristics where

Students display:

• Digital Competence

• Collaborative Competence

• Data management Competence.

• Introducing new ideas

• Solving problems,

• Sharing ideas

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Then the team goes back to work. They proceed very

well, achieving the “flow” state. Suddenly the system

warns “15 minutes left until automatic shutdown for

today”. They concentrate and finish their work, having

the evening for their outdoor non-school related

activities and games, participating thus in a

reindustrialized approach to education.

This represents the Time management where Students

can:

• Organize their time

• Manage their time

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LUC'S SCENARIO INDICATES THAT IN 2025 CHILDEN ARE OFFERED:

• Opportunities to enjoy learning and experience it as being

fun. • The learning strategies encourage them to concentrate

their efforts on learning the things they are good at, while

at the same time challenge them with things they are not

(yet) so good at

• Subjects are presented to them in a way that makes them relevant and interesting to students.

• The emotional aspect of the learning process is not

overlooked, for pupils feel protected and cared for.

• Luc's learning environment incorporates more holistic, active and corporal experiences, involving all senses,

• Luc learns things that are important for his personal

development as well as things that are important to

society and economy.

• They have teachers who are facilitators, moderators and friends for their learning journey.

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Yiannis (a teacher) enters the open teaching area, one of

the many the school has (there are no typical classrooms

and the arrangements of the learning environment are

totally different than it is today), which is equipped with

ubiquitous internet access, easy-to-use digital devices as

well as access to various forms of learning resources for the

students to work with. As a result, Yiannis is focused on his pedagogical role which is to organize and motivate his

students’ learning by mixing methods and strategies as

needed.

This represents the Learning Environment where Learning is:

• Focused on competences rather than knowledge

• Tailored to the needs of individuals

• Active and connected to real life • Integrated with Technologies.

• Organized and motivated by his teacher • Motivated by his teacher

• Facilitated by his teacher.

• Demand teachers to be lifelong learners

• themselves K. C KOUTSOPOULOS


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The curriculum is competence-based and not focused on teaching of

specific subjects, the interaction between Yiannis and his students is

focused on getting them to become engaged in projects of learning

activities tailored to their needs and interests as well as creating

his/her own e-portfolio. Yiannis role is to inspire the students and show

them the way to challenge themselves. His students discuss with him

issues related to benchmarks and assessment criteria(new assessment methods have been developed so that each individual student's

learning is appropriately evaluated) and they are actively involved in

the process of monitoring their progress.

This represents the Learning Process where Teachers can:

• Cooperate with students, teachers, parent, local community

• Think critically

• Solve problems, • Manage time

• Introduce new ideas • Share ideas

• Build teams

• Mix methods and strategies

• Act as a role model to others K. C KOUTSOPOULOS

Professor NTUA and V.P. EUROGEO

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During the teaching period a student faces a technical

problem. Although Yiannis is participating in lifelong learning

as the only way to adapt to changes, keep updated with the

needs of his students as well as the technological and societal

developments, nevertheless he has been trained to

understand that technologies only enables learning to take

place and not to occupy his teaching time. Actually he is an adequate user of Cloud Computing and its tools and systems,

which he uses only to design and organize his students'

learning. As a result, he immediately calls the technical support

staff that the school has to provide the needed assistance.

This represents the Competence Tools where Teachers are:

• Understands curricular and cross-curricular issues

• Original • Creative

• Capable of critical thinking • Open minded

• Able to solve problems

• Manage time

• Able to take responsibility K. C KOUTSOPOULOS


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Sometime later a student faces a difficulty in

updating his e-portfolio. Yiannis can guide him to

resolve his difficulty, because he has been

continuously updating his digital competences on

Cloud Computing, in order to provide learning

opportunities for his students , as well as help

himself to plan and organize his teaching tasks.

This represents the Technological Tools where

Teachers

can handle:

• Internet access

• Digital classrooms

• Open data in the cloud

• Free open-source software

• Mobile Devices

• Smart Technologies K. C KOUTSOPOULOS


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When his teaching time is over he participates with other

fellow teachers, the school administrator, parents and community institutions to set the rules for cooperation as well

as put into practice the accepted concept that teaching

and learning should be integrated (all education stakeholder

should be involved). Everybody in that meeting accept that

by sharing and exchanging experiences as well as watching, observing and copying examples from others, both within

and outside the school, is a very efficient way for all

education stakeholders to learn. In fact, this is the way Yiannis

has learned and practiced himself the skills he needs for teaching his students.

This represents the Teaching and Learning Practices where

Teachers practice:

• Employing suitable methodologies

• Cooperating with students and teachers

• Acting as a role model

• Displaying leadership

K. C KOUTSOPOULOS


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YIANNIS' SCENARIO INDICATES THAT IN 2025 TEACHERS :

• Have to stay on top of things, since skills updating has

become a continuous task for all of them.

• Their major concern is to organize and motivate his students’

learning

• Their job require from them not only hard work, but mainly several skills to engage his students in learning

• They have to mix methods and strategies as needed.

• They have learned to cooperate with parents, the local

community and mainly to co-operate with their fellow

teachers.

• They have that to share and exchange experiences

• They have to watch, observe and copy examples from other

teachers both within and outside the school

• They learned to receive help from teacher trainers who are good facilitators of

• They have to become facilitators themselves. • They strongly believe that lifelong learning is essential

• They have been conditioned and trained to understand

• that technologies as such do not teach anything,

• but they can enable learning to take place.

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Jen (a school manager) arrives in his school where he is the

superintend. The school he manages does not have classes with

neat rows of chairs and desks and the students do not have to

focus intently on the teacher delivering a lecture or explaining

concepts on the blackboard. Actually, among the rules he

instigated in his school is that there must be flexible seating

arrangements so that they are appropriate for the tasks that

students are working on, and that the focus must be on the comfort

of the students.

This represents the Learning environment where the School offers:

• Standing desks for students who have difficulty maintaining

focus.

• Autonomy to students on how and where to sit.

• Open teaching areas

• Moving walls which make spaces more adaptable.

• Accommodation for students who need more movement.

• Private workstations for accomplishing individual tasks.

• Interactive projectors and other technological visual tools

• which have replaced blackboards or the interactive

whiteboards.

• Collaborative workspaces for group projects.

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As soon as Jen arrives in his office, he calls a meeting of the

persons responsible for upgrading some of the classroom

software that he had impose to all of his school stakeholders to

use as part of his educational vision. Jen is a typical manager

who has chosen to embrace technology as a learning possess for

all to use and the school to operate utilizing its applications.

This represents the Learning Process where the School has:

• Online posting of grades and assignments.

• Group projects completed through collaborative software.

• Assignments completed online

• Assignments uploaded through classroom portals.

• The use of cloud based tools(i.e. cloud storage instead of

flash drives or paper to store their work).

• Specially designed for education social media platforms for

education stakeholders(teachers, parents, students, and

administrators) to communicate.

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Jen vision for his school is to implement innovative learning experiences

by adding sound, video, images, and interaction in providing

additional dimensions than the two dimensional world the simple texts

express. Moreover, he strives for all of his school students to be fully

competent in using the available technological tools that provide them

with virtual and augmented reality to alter the learning landscape they

have been operating on.

This represents the Learning Experience where the School Provides:

• Educational devices for virtual reality, for students to apply the use of

this tool to virtually visit different locations around the globe and view

any image they want from any angle

• Educational services for augmented reality, for students to walk

through cultural or other establishments(i.e. museums, galleries), page

through books, watch presentations given by speakers outside their

school

• Removal of barriers to teachers to give students access to materials

that can be found outside the school building.

• Accommodation of various learning styles.

• A multidimensional educational environment by adding sound,

• video, images and interaction.

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Jen has instituted in the school he directs the concept of students' "flexible

assignments". That is, in Jen's school the students are allowed to complete

their assignments, which might be different than any other, taking into

consideration their learning style. The teachers, on the other hand, are

interested in evaluating the students' competency by the competences or

understanding they poses to successfully complete the assignment, rather

than in just receiving assignments completed in a common predetermined

method. In addition, students are autonomous in deciding how they will

accomplish their tasks. They are free to utilize any implementation

approach, such as recording a video, creating an elaborate timeline,

giving a presentation, or even putting together a traditional research

paper.

This represents the Multiple Learning Approaches where the School allows:

Teacher to exercise flexible assignments, focused in proof of competency

than in receiving common assignments.

Teacher to just outline for his students what skills or understanding they must

demonstrate to successfully complete any assignment.

Students to have their own assignment. The one size fits all assignments is

not part of the school's learning approach.

Student are given the autonomy to decide how they will do their

assignments.

Students to choose and utilize any approach to complete an

assignment.

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Jen holds regular meetings with the teachers of his school, but mainly he has

completely revamped their role and contribution in running the school. He

has institute a less hierarchical and more peer managing model that

encourages and engages teachers in the teaching process .He considers

teachers as agents of change rather than objects of change and

encourages them to take ownership of their innovation. Because he believes

that innovative teachers must be rewarded, he has instituted tangible

recognitions and incentives when they implement their innovations. he

unceasingly tries to instill to his teachers that they have to act and teach as

innovation managers and as an efficient way to accomplish teaching

activities. in his institution there is a balance between his vision of leadership,

the teachers' training and participation, the students' free choice of tools and

the selection of the physical environment.

This represents the Management of Teachers' Role where the Teachers are:

• Agents of change, rather than objects of change.

• Owners of their innovations and innovation managers.

• Participating in innovation for which they are provided with tangible

recognition and incentives.

• Making innovation a leadership priority.

• Participating in professional innovators networks.

• Sharing and disseminating pedagogical, technological and

• societal innovations.

• Trained in the use of ICT which should be accompanied

• by “innovation support” activities.

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JEN' SCENARIO INDICATES THAT IN 2025 IN MANAGING THE SCHOOL :

• The well known neat rows of chairs and desks as well as fixed

classrooms cannot be seen around.

• The sitting arrangements are flexible so that students can accomplish

their tasks in the most comfortable and efficient way for them,

• Moving walls make spaces adaptable to students needs and desires,

giving them more autonomy on how and where to sit.

• The vision of virtual and augmented reality is incorporating into the

teaching and learning process. A student in studying a Geographic

Atlas by using a new technological tool (i.e. a pair of special glasses)

the flat images of the Atlas become three dimensional images of

various landforms (virtual reality). Similarly, a student visiting a museum

he can "read" with his smart cell phone the scanning code next to a

statue and watch a video providing many information related to that

statue (augmented reality).

• There is the utilization of additional learning approaches such as:

sound, video, images and various interactions.

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JEN' SCENARIO INDICATES THAT IN 2025 SCHOOL MANAGERS : (Cont)

• A new technology is applied based on multiple learning approachs,

involving both students and teachers and using flexible assignments.

• Teacher are more interested in the proof of his students competency in the

use of technological tools, than in evaluating a set of predetermined.

• Teachers instead of passing out any assignment, they outline for their

students what skills or understanding they must demonstrate to successfully

complete the assignment.

• Students enjoy the freedom to autonomously decide how they will achieve

their task. Such approaches can take various forms(i.e. recording a video,

creating a musical synthesis etc.)

• The role of teachers change from subjects of change to agents of change

by taking ownership of their innovation.

• Teachers provide innovative teachers with tangible recognition rewards

and incentives for their work, making innovation a leadership priority.

• School managers give teachers the support they need not only in the use of

ICT for learning, but also by “innovation support” activities.

• The school is operating in a less hierarchical and more peer learning and

managing model, by encouraged and engaging all school stakeholders in

the learning process as well as in sharing success and failure efforts

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Cloud computing is undoubtedly shaping,

changing and enabling new ways of

accessing, understanding and creating

knowledge and is already an integral part

of modern education and life.

However precise predictions about its

future uses in education are impossible

due to the high degree of uncertainty

involved in technology forecasting.

Yet, foresight methods can be

employed to provide insights regarding

the probable importance and

implications of various factors, trends, and

events associated with Cloud Computing

in

relation to Education. K. C KOUTSOPOULOS


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LU

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Cloud computing is undoubtedly

shaping, changing and enabling new

ways of accessing, understanding and

creating knowledge and is already an

integral part of modern education and

life.

However precise predictions about its

future uses in education are impossible

due to the high degree of uncertainty

involved in technology forecasting.

Yet, foresight methods can be

employed to provide insights regarding

the probable importance and

implications of various factors, trends,

and events associated with Cloud

Computing in relation to Education. K. C KOUTSOPOULOS


WORKSHOP ON:

THE FUTURE OF EDUCATION ON THE CLOUD

THANK YOU…

Date post:	23-Jan-2018
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