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The future of learning, teaching and research is too important to be polarised by differences in views between mission groups.
Last summer I was sent on a course at the Harvard graduate school of education that looked at the future of learning.
In your spotlight on game design as the future of learning (Voices, Nov. 9), Jane McGonigal conflates authentic, unadulterated play with the isolation and addictive byproducts of game play.
Still, if Quest to Learn was a "possibility space" — a sort of laboratory for the future of learning — you could also see how those possibilities might feel entirely out of reach to an educator working in a more typically cash-strapped, understaffed school.
The Future of Learning 2030 Barometer was launched in 2009.
The future of learning is studied through theses on the future of learning, teaching, the school and its environment.
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This point is similarly argued in Cynthia Luna Scott's 2015 article, The Futures of Learning 3, "Saavedra and Opfer (2012) argue that learners must hone their skills and enhance their learning as a matter of urgency to be able to address persistent global challenges" [4].
Nowhere were the arguments more cogently put than in the 2009 report on a two-year independent inquiry into the future of lifelong learning, Learning Through Life, chaired by the late professor David Watson.
His research focuses on digital technology and education policy, and his latest book is Big Data in Education: The digital future of learning, policy and practice.
Stephen G. Shank, chancellor of the online Capella University, says that abolishing the 50-percent rule is crucial to the future of distance learning institutions like his.
I think it's the future of machine learning.
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