Educational change in practice
Experiences and visions from the field
Edited by John W. Moravec
A proposal for educational change needs an account of how people might put it into practice. Emerging education futures: Experiences and visions from the field brings that question into focus through the work of educators and researchers from four continents.
Edited by John W. Moravec, the volume pairs six chapters on educational experiences with five chapters on visions and ideas. Contributors examine mastery, community engagement, learning networks, teacher preparation, AI in higher education, and school design. Together, they give readers material for examining the purpose of a proposed change, the conditions it requires, and the people it serves.
Published by Education Futures in 2019. 266 pages. Available in paperback and as a pay-what-you-want PDF.
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Whose future does education prepare us for?
Education rests on choices about knowledge, work, and the lives people should be able to lead. When institutions inherit an image of the future, they can carry its assumptions into curricula, teaching, and governance without examining whose interests it serves.
This volume approaches that problem through experiences from the field. Chapters on mastery, community engagement, and virtual communities of practice examine how people organize learning. Chapters on pedagogy, teacher preparation, and school design ask what those arrangements make possible and where they constrain learners.
Read the two parts together to test the relationship between a vision and the arrangements it would require. A chapter on community engagement raises questions about an institution’s responsibilities beyond its campus. A proposal for a school built around the child asks who controls its design. These connections make the volume useful when a team needs to examine what its plan for change commits it to.
What you’ll find inside
The introduction establishes the volume’s approach to education futures. Part I, “Experiences,” presents six chapters:
- AI in higher education, Leona Ungerer.
- Integration and mastery in higher education, Lisa B. Bosman, Julius C. Keller, and Gary R. Bertoline.
- Institutionalizing community engagement, Audrey Falk and Russell Olwell.
- Virtual communities of practice, Silvia C. Enríquez, Sandra B. Gargiulo, María Jimena Ponz, and Erica Elena Scorians.
- Approaches to educational change, Robert Thorn.
- Self-determined learning in rheology, Erling N. Dahl, Einar N. Strømmen, and Tor G. Syvertsen.
Part II, “Visions and ideas,” presents five chapters:
- The purpose and future of schools, John W. Moravec and Kelly E. Killorn.
- Affordances of pedagogy, Pekka Ihanainen.
- Multiliteracies and affinity spaces, Stefania Savva.
- Teacher preparation and knowmad professional profiles, Gabriela Carreño Murillo.
- REI School and designing a school to fit the child, Erik Miletić.
The appendix includes Manifesto 15: Evolving learning, a set of principles for examining educational practice.
Is this the book for you?
Read this volume when you need to connect an educational ambition with the choices involved in pursuing it:
- Educators and institutional leaders: bring approaches to mastery, community partnerships, and networked learning into discussion of a change you are considering.
- Teacher educators and school designers: examine what different educational purposes ask of teaching, professional preparation, and the organization of a school.
- Researchers and policymakers: compare the contributors’ contexts and assumptions before deciding what an approach might offer in another setting.
For a team discussion, choose an experience chapter and a vision chapter. Ask what each assumes about learners, what conditions it requires, and what evidence you would need before adopting its approach. The book supports that inquiry through accounts and arguments from the field.
Published in 2019, the volume also provides a record of educational expectations from that period, including its discussion of AI in higher education.
About the editor
John W. Moravec is an education futurist and founder of Education Futures. His work on invisible learning, knowmads, and education futures examines how people develop and use knowledge across institutions, networks, and communities. He also edited Knowmad Society and co-authored Aprendizaje Invisible.
Get the book
Choose the paperback for a print copy to read and annotate, or set your price for the PDF edition. Both contain the complete 266-page English text. The Creative Commons license permits sharing and adaptation with attribution under the same license, so you can bring the material into a course, workshop, or reading group.
| Publication | Details |
|---|---|
| Title | Emerging education futures: Experiences and visions from the field |
| Editor | John W. Moravec |
| Publisher | Education Futures LLC, 2019 |
| Language | English |
| Formats | Paperback and PDF |
| Length | 266 pages |
| ISBN | 978-0-578-58059-3 |
| DOI | 10.5281/zenodo.19051170 |
| Design | Martine Eyzenga |
| Cover photograph | Thomas Stephan |
| Illustration, pp. 140–141 | Zoe Moravec |
| License | Creative Commons Attribution-ShareAlike 4.0 International |
The license permits sharing and adaptation with attribution under the same license, including use in courses, reading groups, and workshops.
Cite the book
Moravec, J. W. (Ed.). (2019). Emerging education futures: Experiences and visions from the field. Education Futures LLC. https://doi.org/10.5281/zenodo.19051170