Showing posts with label learning futures. Show all posts
Showing posts with label learning futures. Show all posts

Wednesday, April 2, 2014

Surveying the Landscape of Economic Change

Figure 1: nested political changes
In most of our work, and particularly for our original research and content, there are one or two key frameworks that help us organize and make sense of the dynamics we (and clients) are observing and experiencing.  In the Third Era one such framework is the nested view of political changes (figure 1).  This particular construct helps us separate out the various changes in political life that are often lumped together in everyday discourse while also allowing us to consider how things interact across these domains.

The Third Era also incorporates frameworks like the Three Horizons, but the above nested view is probably the most important overall framing right now.



Figure 2: education as a socio-technical system
Another framework, this time from our most recent work on learning futures, adapts a socio-technical transitions model to viewing and understanding current and likely changes in education in the United States (figure 2).  This framework provides a compelling way of not only understanding education as a system embedded in larger systems and susceptible to developments in the margins, but also for exploring how education will become ever more shaped by technical influences.  This lets us explore the issue of education becoming a more typical socio-technical system than it has ever been before.

While there are some other, more minor models at work in our learning futures content right now, the nested view above is by far the most central to our work.

Figure 3: layered economic changes
And so, in updating the Infinite Economy, one of the new framings that emerged was that of layered views of economic change dynamics (figure 3).  For the Infinite Economy, there are a number of models/theories related to economic change that we like to draw upon, and this layered view, which builds upon the common analogy of the "30,000 foot view," allows us to incorporate multiple models while (hopefully) not muddying the issue too much.  And while Perez's technological revolutions models is also central to the Infinite Economy framing and forecasts, this layered view is almost more important in the bigger picture (ha, ha) because it allows us to capture in one view some many of the different issues and changes people are confronting.

The ability to organize the many conflicting and contending signals we are receiving today about our economic futures is, to us, a critical ability if one wants to usefully talk about the futures of economic life.

Monday, October 21, 2013

Interesting Education Posts for 10/21/2013

One of our focus areas is the futures of learning, and one thing you learn (and learn pretty quickly) as you dive into this vast area, is the sheer breadth of issues that individuals and groups from across the country are trying to grapple.  And that is part of what makes the subject area both so challenging as well as interesting: it frankly is not easy or simple to "predict" the futures of either education or learning.  As much as some forecasters or pundits find it easy to see the future in something like MOOCs or workforce trends, the tensions, struggles, and realities of change in education and learning make "the future" a set of images that constantly shift.

One fun post regarding the future of college education came from John Tierney at The Atlantic: "What Would an Ideal College Look Like?  A Lot Like This."  For everyone engaged in the ongoing debate over the futures of universities and college education, this is a fun one that seems to showcase a college that incorporates many of the elements that reformers and the disaffected call for.

A second piece to check out would be the panel discussion around Amanda Ripley's book The Smartest Kids in the World: And How They Got That Way, on C-SPAN's Book TV.  Ripley's book follows three American students abroad in the school systems of three countries: Finland, Poland, and South Korea.  Interesting discussion, and another angle on the issue of comparing/contrasting American high school education vs. "successful" systems abroad.