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In 2006, the University of Minnesota engaged in a strategic repositioning process to transform it into one of the top universities in the world. To many, it seemed like a lot of promises, but not much substance.
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I am pleased to have collaborated with Matías Mateu and Cristóbal Cobo on the publication of research regarding the future of Uruguay’s national technological and innovation policy initiative, Plan Ceibal. As this paper is directly related to Matías‘ master’s thesis, Cristóbal and I took on largely advisory roles to support his work.
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A few months ago, I received an invitation for a dream gig. Simon Fraser University at Burnaby, British Columbia is designing a master plan to guide the institution for the next 50 years, and they needed an education futurist to provide some thought leadership.
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The idea of a Technological Singularity has been discussed and debated intensely since the early 1990s. Coined by Vernor Vinge and popularized by Ray Kurzweil, the idea is that as technologies evolve, technologies improve, costs decrease; and, in turn, the process of technological evolution advances and speeds itself up, creating a J-curve of exponential, accelerating change.
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Education Futures founder Dr. John Moravec has embarked on a global tour to redesign mainstream education systems.
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Who gets to decide what kids learn? For whose benefit is all this, really?
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Education Futures and Fundación Ceibal (Uruguay) are pleased to share the outcomes of their 2-month research project for the Secretary of Public Education of the State of Puebla (“SEP-Puebla,” Mexico). Dr.
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This project examines how Uruguay’s Plan Ceibal shaped educational technology and community participation. It asks what comes next for meaningful, equitable use of digital tools in primary education.
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This project creates a participatory roadmap for educational innovation in Puebla, Mexico. It grounds recommendations in the voices and experiences of students, teachers, and other education stakeholders.
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Youth are the main consumers and participants in education. Despite intimate knowledge of the successes and failures of modern education, youth rarely become architects, shapers, or producers of a system that is built on their behalf.
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It’s “back to school” season in the United States and Europe, and the social media universe is ablaze with ideas on how to harness the Pokémon Go craze in the classroom.
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This second article in a three-part series develops a theory of invisible learning. It examines how informal, non-formal, and serendipitous experiences shape what people know.
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This final article in a three-part series presents approaches for enabling invisible learning. It highlights participation, play, exploration, and learner self-determination.
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Note: This is the first article in a three-part series on a new theory for invisible learning.
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This article considers how research and special libraries can evolve for a Knowmad Society. It explores the changing role of libraries in connecting people, knowledge, technology, and innovation.
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Education Futures founder, John Moravec, had the pleasure of visiting with the Ministry of Education in the Province of Chubut, Argentina for Aulas Creativas on February 27-28 this year. The program team recently published this excellent video, which outlines new perspectives for thinking about education.
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Like many of us, I did some reflecting over the New Year. It seemed it was time to re-center, and get back to basics.
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A global call to rethink the purpose, design, and impact of education in the 21st.
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