Learning & Ownership
Who owns learning? Who should own it? Can learning be owned? How should it be controlled? Or regulated? The future will see a big shift in learning towards the learner. New partnerships and forms of collaboration, which put the learner in control, have already begun to appear but what are the implications for standards, assessment and accreditation?
Learning without Limits
Are there any limits to what is possible for tomorrow’s learners? What are the possibilities for adaptive learning? How far could the transfer of ownership of learning go? Is there a limit to the scope of learning with feedback? How can the data involved be managed and processed? Will too much data cause institutional inertia? Will learners really own their learning or will they just become a source of useful data? Will they be empowered or enslaved by change?
Learning & Investment
As the global knowledge economy continues to grow, investment decisions are at the heart of planning for the future. What are the most important factors affecting investment – whether in the right equipment or the right company? How interested are investors in EdTech opportunities? How can a start-up find the finance to scale up? How can businesses, schools, colleges and universities keep up with the financial demands of new technology? How will learners own learning without paying for it? How can education and training opportunities be best presented to potential investors?
Learning & Design
Rapid change in both technology and in patterns and methods of learning will continue to encourage demand for innovative design. What will be the impact on graphics, video, virtual reality products or writing for the screen? How will design combine with communications technology to enhance learning? What design skills will be needed to improve the learning experience everywhere from flipped classrooms to blended courses?
Learning & Connecting
In a world in which learners own learning, how will they connect and why? What will be the role of communities of learners? What is the importance of connectedness? How can technology enable the building of personalised, relevant communities of learners? Will online communities of learners become the new universities of the digital age? Who will enable access to knowledge and how will learners connect with it?
Future EDUCA: Learning and the Future
What is about to happen in education, training and learning? What are the technologies and systems being conceived or developed and how could they affect learning? What will Classroom 4.0 look like? What will be the tools and methods of future teaching and learning? How will the role of teachers and trainers evolve? What is the potential of robot-instructors and artificial intelligence (AI)? What should be included in future-oriented curricula? What role will be played by smart classrooms, cloud services or the Internet of everything? What lessons can we learn from developments in neuroscience, cognition, psychology or the philosophy of technology?
Business EDUCA: New Learning & New Work
How will learning meet the challenge of a new workplace, flexible workforces and changing markets? How should businesses support the self-directed learner? What is happening in the world of work and how will it affect learning and development? How are employment patterns changing? What skills will be needed? How can they best be acquired? How can learning improve business agility and help individuals able to adapt? Is education more relevant for the modern world than training? As intelligent machines increasingly replace humans in many traditional jobs, what does the future hold for human beings? What is the future for workplace learning?
Video EDUCA: Learning the New Literacy
Video is no longer incidental to learning; it is becoming essential. An integral part of the cultural experience of modern learners, technological developments have ensured that film is increasingly replacing traditional methods as a means of expression. How far should the use of video go in education and training? What are its limits? How should we teach video literacy? What standards should we expect from learners and teachers?