Welcome to the deep dive.
Today we're gonna be taking a look
at the future of learning.
We have a really interesting article here,
and I know this is something that you're interested in.
I think all of our listeners are interested in this.
How education is adapting and keeping pace with the world,
how fast everything is changing, you know?
Right.
So this article is called
the overturned standard model of education.
And it's from hackscience.education.
And this is fascinating to me.
This idea that just like we have a standard model in physics,
there might be a standard model of education.
What do you think about that?
Well, it's an interesting idea.
And I think the article really hits the nail in the head
when it suggests that, you know,
there might be some underlying assumptions
in our approach to education
that aren't really serving us well anymore.
You know, maybe they were relevant in the past,
but in today's world, they're kind of holding us back.
Yeah, okay, so what are those assumptions?
Like what are the things that we maybe need to rethink?
Yeah, well, the article lays out three key assumptions.
It calls them the standard model of education.
And those three things are fixed curriculum,
straightforward transfer, and accurate testing.
Okay, all right.
Let's break those down a little bit,
starting with this idea of a fixed curriculum.
The article is suggesting that we kind of decide
what students need to know ahead of time.
And it stays the same.
Like we have this set body of knowledge and that's it, right?
But if we're trying to prepare students for a future
that we can't really predict, like,
does that even make sense?
That's a great question.
And that's one of the core challenges the article raises.
You know, how can we prepare students for a future
that we can't even imagine
if we're clinging to this fixed set of knowledge?
Right.
And the article really emphasizes the need
to shift our focus.
Instead of just delivering information,
we need to help students develop the skills
and the mindsets to be adaptable, to learn how to learn.
You know, that means focusing on things
like critical thinking, problem solving,
and how to really evaluate information.
All those skills that will help them navigate
this constant flow of new information.
It's not just about what they know,
it's about how they learn.
That really resonates with, you know,
this feeling of being overwhelmed by information.
I mean, I think a lot of us feel that way.
Oh, absolutely.
And so if you can kind of master learning how to learn,
that's a real superpower almost in this day and age,
wouldn't you say?
I think so, absolutely.
It's essential.
I mean, we're bombarded with information from all sides
and being able to filter that, you know,
figure out what's credible, what's relevant,
and how to apply it to your own life, that's crucial.
Yeah.
Okay, so that's the fixed curriculum part,
but the article doesn't stop there.
It also talks about this idea
of a straightforward transfer of knowledge.
What does that mean?
So this is the assumption
that there's one right way to teach
and that if a teacher just explains something clearly,
then all the students will magically absorb it.
Right, like, okay, stand a lever,
I've explained it perfectly,
so you should all understand it perfectly now.
Exactly, exactly.
And you know, we all know that's not how learning works.
It doesn't.
Everyone learns differently,
and what works for one student might not work for another.
The article even gives an example
of how the way we read,
like reading on a screen versus reading print,
it actually impacts how we comprehend information.
So even the medium through which we're learning
can change how we understand things.
Yeah, so maybe it's not just about
individual learning styles,
but also the way we're accessing information, right?
Like, if everything is coming at us through screens now,
maybe we need to adapt our teaching methods to that.
Absolutely, and that's just one example, you know?
I think the takeaway here is that
we need to be more flexible and adaptable
in our teaching approaches.
We need to recognize that, you know,
there's not a one size fits all solution,
and we need to be willing to experiment
with different methods and strategies
to meet the needs of all learners.
Okay, that makes a lot of sense.
So we've talked about fixed curriculum,
talked about straightforward transfer.
Now, what about this third assumption, accurate testing?
Right, so this assumption is all about
how we measure learning,
and the article suggests that, you know,
we've maybe become too reliant on traditional tests
as the be-all and end-all of assessment.
Okay, so like standardized tests and quizzes
and things like that,
the traditional ways we've always measured learning, right?
Right, exactly, and, you know,
those types of tests can be useful for certain things,
but they don't always capture the full picture
of what a student knows and can do.
They tend to focus on rote memorization
and don't really allow students
to demonstrate their understanding
in more meaningful ways.
So it's like testing their ability
to remember facts and figures,
but not necessarily their ability to apply that knowledge
or to think critically or creatively.
Right, exactly, and the article advocates
for a more holistic approach to assessment,
incorporating what it calls authentic performances.
So things like projects, presentations,
real-world problem-solving scenarios.
So it's about shifting from just regurgitating information
to actually using it to create something,
to solve a problem, to demonstrate their understanding
in a more tangible way.
It's like moving from a test-based approach
to a portfolio-based approach, right?
I think that's a great way to put it, yeah.
And I think this shift in assessment is really crucial
because it aligns with the other changes
we've been talking about, you know,
moving away from a fixed curriculum,
embracing more personalized learning.
If we want students to be adaptable, to be creative,
to be problem-solvers,
then our assessments need to reflect that.
Yeah, that makes sense.
So it sounds like this article is really challenging us
to rethink some of our fundamental assumptions
about education, about what we teach, how we teach,
and even how we measure learning.
Absolutely, and I think this is just the beginning
of a much larger conversation.
You know, if we're gonna truly prepare students
for the future, we need to be willing to question everything,
to experiment with new approaches,
and to create a learning environment
that is dynamic, engaging,
and truly empowering for all learners.
That sounds like a great place to leave off for today.
But before we go, I wanna ask you one final question.
Sure.
So moving away from this fixed curriculum,
who gets to decide what's important to learn?
Like, how do we determine what knowledge and skills
are essential for success in this rapidly changing world?
That seems like a big question to grapple with.
It is a big question,
and it's one that we'll delve into more deeply
in part two of our deep dive.
But I think it's important to recognize
that this is not just a theoretical debate.
This is about real students, real teachers, real classrooms.
It's about creating learning experiences
that are engaging, empowering, and relevant for every learner.
And that's what we'll continue to explore
in part two of our deep dive.
Sounds good. I'm looking forward to it.
You too.
Well, we'll take a break and give you some time
to digest all this.
We'll be back soon to delve deeper
into the implications of overturning the standard model
and explore what a new model of education
might look like in practice.
See you then.
Ten seconds.
Welcome back to the deep dive.
In part one, we really kinda started to unpack this idea
of the standard model of education.
And we even talked about some alternative models,
like different ways of approaching learning.
But I keep coming back to this question.
If we're moving away from this fixed curriculum,
this idea that we have this set body of knowledge
that everyone needs to learn,
how do we even decide what's important anymore?
Like the world is changing so fast, how do we keep up?
It is a challenge, isn't it?
It's like trying to hit a moving target.
But I think instead of getting overwhelmed by the sheer amount
of information out there, we can start by thinking
about the skills and the mindsets that will help students
navigate any kind of future, regardless
of the specific content.
So we're talking about those transferable skills, right?
The skills that apply across different subjects
and even different careers.
Exactly.
Those are the skills that will really empower students
to be successful in the long run,
no matter what path they choose.
Things like critical thinking, problem solving,
communication, collaboration.
These are the skills that employers are looking for
that society needs.
So it's less about knowing all the facts and figures
and more about being able to think critically,
to analyze information, to communicate effectively,
to work well with others.
Right.
And you know, these skills aren't just valuable
in the workplace.
They're essential for being an informed citizen,
for making sound decisions, for navigating the complexities
of the world around us.
That makes sense.
But OK, so we're focusing on skills.
But what about knowledge?
Are we saying content doesn't matter anymore?
Like, do we just throw out history and science and literature?
No, no, not at all.
Content is still important.
But I think we need to be more strategic
about how we approach it.
Instead of trying to cover every single detail,
we can focus on those core concepts
and those big ideas that provide a framework
for understanding the world.
OK, so it's about finding that balance, right?
Between providing a broad foundation of knowledge
and then going deep into those areas
that are most relevant and transferable.
Exactly.
And it's not just about what we teach.
It's also about how we teach it.
We need to move away from that passive model of learning
where students just sit there and absorb information
and towards a more active approach, where they're engaged,
they're asking questions, they're
applying their knowledge in real-world contexts.
Right.
It's like that old saying, give a man a fish,
and you feed him for a day.
Teach a man a fish, and you feed him for a lifetime.
Exactly.
It's about equipping students with the tools and the strategies
they need to become lifelong learners,
to be able to seek out information, to evaluate it,
to apply it to their own lives.
So it's less about memorizing a bunch of facts
and more about developing those critical thinking skills
and that love of learning, that curiosity that will drive them
to keep learning throughout their lives.
I think that's a great way to put it.
It's about fostering that intrinsic motivation
to learn rather than just relying
on extrinsic rewards or punishments.
OK, this is all starting to make sense,
but there's one thing that keeps nagging at me.
We've talked about moving away from this fixed curriculum
and embracing more personalized learning,
but I worry that technology could just
become a new way to deliver that same old content.
Like instead of textbooks, we have iPads,
but it's still the same approach, just in a fancier package.
How do we make sure that technology is really enhancing
learning and not just perpetuating
the limitations of the standard model?
That's a great point.
And it really highlights the importance
of using technology intentionally.
It's not about just digitizing textbooks
or putting lectures online.
It's about leveraging technology to create more engaging,
more interactive, more personalized learning experiences.
So give me an example.
How can technology really transform the learning experience?
OK, imagine, for example, a history class
where students aren't just reading about ancient Rome.
They're actually taking a virtual reality tour of the Colosseum,
or they're building their own 3D models of Roman architecture.
Or in a science class, imagine students conducting
virtual experiments where they can manipulate variables
and see the results in real time.
Oh, wow.
That's amazing.
It's like, instead of just reading about these things
in a textbook, they're actually experiencing them.
They're immersed in the learning process.
Exactly.
And technology can also personalize the learning experience,
tailoring the pace and content to each student's needs
and interests.
There are adaptive learning platforms, for example,
that adjust the difficulty level based on student performance,
providing personalized feedback and support along the way.
So it's like having a personal tutor for every student,
but it's powered by technology.
In a way, yes.
And technology can also facilitate collaboration
and communication, connecting students with each other
and with experts around the world.
They can participate in online discussions,
work on projects together, even connect with mentors
in their fields of interest.
So we're not just talking about technology
as a way to deliver content, but also as a way
to connect learners to create a more collaborative and engaging
learning environment.
Exactly.
And as we're talking about technology and curriculum,
we can't forget about assessment.
If we're shifting towards a more personalized and dynamic model
of education, our assessment methods need to change as well.
Right.
We talked about that a little bit in part one
about moving away from standardized tests
and embracing more authentic assessments.
But I'm wondering, how do we make sure
that these new assessment medgets are rigorous and reliable?
Like, how do we know they're accurately measuring what
students are learning?
That's a really important point.
Just because we're moving away from traditional tests
doesn't mean we're lowering our standards.
In fact, these alternative assessments
can be even more rigorous because they often require
students to apply their knowledge and skills
in complex, real-world contexts.
So instead of just choosing A, B, C, or D
on a multiple-choice test, students
might be designing a website or building a robot
or writing a persuasive essay, like tasks that require them
to really think critically and problem-solve
and communicate effectively.
Exactly.
And these assessments can be designed
to align with specific learning goals and standards,
making sure that they're measuring the knowledge and skills
that are most important for success in the 21st century.
OK, so it's not about making assessment easier.
It's about making it more meaningful, more authentic,
more aligned with the skills and competencies that students
actually need to succeed in the real world.
I think that's a great way to put it.
It's about shifting our focus from just measuring knowledge
to assessing skills, competencies, and even mindsets.
And technology can play a role in that shift as well.
Technology, again.
It really is the Swiss Army Knife of Education, isn't it?
But how can technology help us create more authentic and
personalized assessments?
Well, for one thing, technology can help us gather a lot more
data about student learning and in a much more efficient way.
Instead of relying just on paper and pencil tests,
we can use online platforms, simulations, and all sorts
of digital tools to get a much richer picture of what students
know and can do.
So it's not just about replacing paper tests with digital tests.
It's about using technology to get a more nuanced and personalized
understanding of each student's learning journey.
Exactly.
And that data can then be used to inform instruction
to personalize the learning experience,
to make sure that each student is getting the support they need
to succeed.
I feel like technology becomes this feedback loop,
constantly providing information that
helps us improve the learning process for every student.
I like that analogy.
And technology can also provide students
with more immediate feedback, which
can be really motivating.
Instead of waiting weeks for a test to be graded,
they can get feedback right away,
which allows them to make adjustments and learn
from their mistakes in real time.
That's so powerful.
It's like having a personal tutor who's always there to guide you.
It is.
And that instant feedback can really
help students to engage and feel a sense of ownership
over their learning.
OK, we've covered a lot of ground here.
We've talked about shifting from content to skills,
about embracing active learning, about using technology
in a purposeful way, and about reimagining assessment.
But I feel like there's something missing.
Like, we focus so much on the individual learner,
but learning doesn't happen in a vacuum, right?
That's a great observation.
We've talked about individual learners
and their unique journeys, but we haven't yet
addressed the importance of the learning environment itself.
And one of the most crucial aspects of that environment
is community.
Community.
Yes.
It seems like a natural fit.
We've talked about collaboration, communication,
personalized learning.
All these things seem to thrive within a supportive and
interconnected community.
Exactly.
A strong learning community can give students
a sense of belonging, you know?
A network of support, a platform for sharing
ideas and perspectives.
It can also foster a culture of collaboration,
where students learn from each other,
not just from the teacher.
I love that idea.
It's like we're creating a learning ecosystem
where everyone have a role to play, everyone can contribute.
But in a world that's increasingly digital and,
in some ways, more isolating, how do we actually
build those strong communities?
Seems like technology could actually work against us here.
That's a challenge, isn't it?
But I think technology can also be a powerful tool
for community building, especially when we think
about connecting learners in ways that weren't possible before.
Imagine online learning communities
where students from all over the world
can connect with each other, share their work,
collaborate on projects, or virtual mentoring programs
where students can connect with professionals
in their fields of interest.
It's like expanding the classroom walls,
creating this global network of learners and mentors.
Exactly.
And it's not just about connecting online.
Technology can also facilitate community building
within schools and local communities.
Think about online platforms that schools
can use to share information with parents and community
members to organize events, to facilitate communication
between teachers, students, and families.
It's like we're weaving together this tapestry of connections,
bringing together all the different threads of the learning
community, students, teachers, parents, mentors, community
members.
Everyone has a role to play.
I love that analogy.
It really captures the essence of what we're talking about.
And this idea of community extends beyond the classroom
walls as well.
Oh, I'm intrigued.
Tell me more about that.
How does community play a role in learning
outside of the traditional school setting?
Well, we're seeing a growing movement
towards what's called community-engaged learning,
where students apply their knowledge and skills
to address real-world challenges in their communities.
So it's not just about learning in a vacuum.
It's about connecting learning to real-world issues,
giving students a chance to actually make a difference.
Exactly.
And this could involve partnering with local organizations
to address issues like environmental sustainability
or social justice or public health.
Students could be doing research, designing solutions,
volunteering their time and skills.
It sounds like these experiences not only benefit
the community, but also provide students with incredibly valuable
learning opportunities.
They're developing their skills.
They're applying their knowledge.
And they're gaining a deeper understanding of their role
as citizens within a larger community.
It is.
And it helps them develop a sense of purpose,
a sense of agency, a belief that they can actually
make a positive difference in the world.
Wow.
This is really powerful stuff.
It's not just about preparing students for a job.
It's about preparing them to be active and engaged citizens.
To contribute to the well-being of their communities
in the world, it feels like we've come full circle.
We started by questioning the standard model
that we explored these new learning approaches.
We talked about technology and assessment.
And now we're recognizing the importance of community.
It's all interconnected.
It is.
It's all part of this larger shift
towards a more holistic and interconnected vision of education.
Welcome back to the deep dive.
We've covered so much ground already,
talking about how education needs to evolve,
to really meet the needs of, like, today's students.
In parts one and two, we dug into those outdated assumptions
of the standard model of education
and got a glimpse of what learning could look like
if we kind of break free from those old ways of thinking.
We even talked about how technology and assessment can
play a role in this new vision.
But now I want to talk about something
that I think is essential to all of this community.
Yeah, absolutely.
Community is often overlooked, but it really
is the secret sauce, especially when we're talking
about personalized learning and preparing students
for a world that's all about connection and collaboration.
So how does community even fit into this idea
of more personalized and dynamic learning?
It seems kind of like contradictory, right?
Focusing on the individual, but also emphasizing the collective.
I know, right?
It seems like a paradox, but they really work together.
And when learners feel like they belong,
like they're part of something bigger,
they're more likely to take risks,
to be creative, to push themselves further.
They've got that support system around them.
It's like having a safety net, right?
A group of people who believe in you,
who encourage you to try new things, even if you might fail.
Exactly.
And that's so important for learning, right?
To be able to experiment, to make mistakes,
to learn from those mistakes.
You can't do that if you're only to fail.
OK, I totally get that.
But how do we even create these strong communities,
especially in a world that's becoming increasingly digital?
And sometimes it feels like more isolating.
That's the million dollar question, right?
But technology, the same technology
that sometimes isolates us, it can also
be a really powerful tool for connection,
for building community.
Technology?
Back again like a boomerang.
OK, so how can technology, which let's face it,
sometimes gets blamed for making people more isolated,
how can that same technology help us build community?
Well, think about it, online learning communities.
Students from all over the world can connect with each other.
They can share their work, collaborate on projects,
or virtual mentoring programs.
Students can connect with professionals
in their fields of interest to get guidance and support
from people who are actually out there doing the work.
So it's like we're not limited by geography anymore.
We can create these learning communities that
span the globe, that connects people who might never
have met otherwise.
Pretty amazing when you think about it.
It is.
And it's not just about connecting online either.
Technology can help us strengthen the sense of community
within schools and local communities too.
So we're not replacing face-to-face interaction.
We're like supplementing and amplifying it.
Exactly.
For example, schools can use online platforms
to share information with parents and community members,
to organize events to make it easier for teachers, students,
and families to communicate with each other.
It's like we're weaving together these different threads
of the community, right?
Students, teachers, parents, mentors, community members,
that creates this rich tapestry of connection and support.
I love that image.
It really captures the essence of what we're talking about.
And this idea of community extends even further
beyond the classroom walls.
Tell me more about that.
How does community play a role in learning outside of school?
Well, there's this growing movement called Community
Engaged Learning.
It's where students apply their knowledge and skills
to actually address real-world challenges
in their communities.
So it's not just learning for the sake of learning.
It's about connecting learning to real-world issues,
giving students a chance to actually make a difference.
Exactly.
They might partner with local organizations,
work on projects that address things
like environmental sustainability, or social justice,
or public health.
They're doing research.
They're coming up with solutions.
They're volunteering their time and skills.
It's all about making a real impact in their communities.
And I bet those experiences are just as valuable for the students
as they are for the community.
They're learning by doing.
They're applying their knowledge.
They're developing their skills.
And they're realizing that they can actually
make a difference.
Absolutely.
And it gives them a sense of purpose, a sense of agency,
that feeling that they can make a positive impact on the world.
It's incredibly empowering.
It's like we've come full circle in this conversation.
We started by questioning the old standard model of education.
Then we explored these alternative approaches,
like project-based learning and competency-based education.
We talked about how technology and assessment can be reimagined.
And now we're recognizing the vital role of community
in all of this.
It is all connected.
And I think that's what makes me so hopeful about the future
of education.
We're moving away from that old fragmented one-size-fits-all
model towards something much more holistic, much more
interconnected, a model that recognizes
the importance of individual growth
within a supportive community.
I'm right there with you.
I'm optimistic too.
And one of the things that gives me the most hope
is the passion and dedication of educators.
They're the ones who are really pushing these new ideas forward,
who are experimenting, who are creating those transformative
learning experiences for students.
Absolutely.
Teachers are the real heroes in this story.
And we need to make sure we're supporting them,
giving them the resources and the professional development
they need to really thrive in this new landscape.
That's so important.
We can talk all day about these big ideas,
but it's the teachers who are making it happen in the classroom.
Exactly.
And it's not just on teachers either.
We all have a role to play here.
Parents, community members, policymakers, business leaders.
We need to be having these conversations,
sharing our ideas, advocating for change,
supporting the next generation of learners.
We all need to be invested in this.
This is not just an education issue.
It's a societal issue.
It affects all of us.
I couldn't agree more.
And as we wrap up this deep dive,
I want to leave our listeners with this thought.
We all have the power to make a difference here.
It doesn't matter what your role is
or how much experience you have.
Every voice matters in this conversation.
I love that message.
It can feel overwhelming sometimes,
like how do we change this whole system?
But change starts with each of us, right?
It starts with having these conversations,
with challenging the status quo,
with supporting those who are working
to create a better future for all learners.
Exactly.
So go out there, share what you've learned,
connect with others, get involved.
Let's work together to build a world
where learning is engaging, empowering,
and accessible for everyone.
That's a fantastic call to action.
And on that note, I want to thank you so much
for joining me on this journey.
It's been a real pleasure exploring these ideas with you.
Thanks for having me.
And all of our listeners out there,
keep those sparks of curiosity burning bright.
We'll be back soon with another deep dive
into a topic that's shaping the world around us.
Until then, farewell.