Forecasting future careers

Jobs of the future, science & technology enabled employment for 2020-2030,
Adam Gordon
Future Savvy: Quality in Foresight blog, August 13, 2009

“I’ve been following a fun little foresight project organized by Rohit Talwar of “FastFuture” contributed to by many members of the Association of Professional Futurists, which looks at new jobs that may emerge in the next 10-20 years as the result of science and technology advancement.

One of the benefits of thinking about science and technology foresight in terms of jobs is that doing so encourages a reality check, forcing the question: will someone get paid to do this, if so, by whom and why (how will it be profitable to the job giver?) In other words, the question is taken beyond whether one can imagine a job that will need doing or a job that someone might like to do it – that’s just mental bubble gum – to the more interesting and taxing issue of whether such need will justify enough paying customers such that the job will exist at all.”

Collaboration between faculty and students; who’s teaching whom

2020 teachers
Steve Wheeler
Learning with ‘e’s, March 20, 2011

“For the teachers who responded to my Twitter questions, there seemed an unanimous view that there will be a sea-change in the way teachers conduct themselves in education, and that teachers will drive these changes…

…From these views, it would appear that future changes in education will come from teachers adopting new practices, where social learning comes to the fore, and there is more negotiation through dialogue with learners. Teacher Linda Barron in Australia even goes as far as to suggest that collaboration should be so entrenched in future learning that it will be difficult to tell the teachers apart from the learners. Changes will need to come through flexibility and personalisation of learning, which will also bring new technologies into play. Changes are coming, and we will need to wait to see what they are, but we need the right changes. It is best that the future of learning will be shaped by teachers and their students in partnership, rather than by governments. Let’s start now, shall we?”

Using game-playing popularity to improve teaching and learning

VT 2020 Invent the Future Blog, Learning with Games
Virginia Polytechnic Institute and State University

“How might games of all kinds–serious and otherwise–increase the effectiveness of teaching and learning by 2020? This is a large question, but one worth asking, given that gaming of all kinds–particularly those mediated by networked computing devices–occupies a central role in the culture of the 21st century, one whose popularity has eclipsed books, music, and movies combined.”



Meaningful measures of learning

Invent the Future :VT 2020
Virginia Polytechnic Institute and State University

Analytic Futures

“Futures Scenario: An Office of Academic Assessment Report from 2020:              Our understanding of meaningful measures of learning transformed rapidly in the years following the Learning Technology Task Force work conducted in early 2011. This led to advances in pedagogy and an expansion of university-wide support for teaching. The university’s recommitment to teaching naturally led us to invent new assessment practices. A new class of assessment tools and practices now allow us to view evidence of learning across students, courses, programs, departments, and colleges.”

Smart Assessment & Learning Analytics

“Many challenges await us as we design assessments to deepen learning.  We need to develop analytics that do far more than function as in loco parentis for students. How do we foster student agency and choice for best decision-making practices on their part as they learn how to learn? So, a refined “best practices” for creating and utilizing sophisticated learning analytics would be ideal.”