My decision making context: I am viewing the scenario through my current lens as a Blended e-Learning PLD provider. Our PLD is provided to assist schools lift achievement for priority learners in schools.
Overview of the scenario: The scenario I chose was from the KnowledgeWorks Forecast 3.0: Learning in 2025. The site explores learning in 2025 through mock up ‘interviews’ with students about their learning styles and the way they learn in the year 2025. Learning is personalised and students and families map out the way their student will learn. This can be home-based, in face-to-face small learning communities or self-directed learning using a combination of online or face-to-face events. Learning advisers and mentors are available to help families and students map out a learning pathway. Availability of good quality learning is still dependent upon the wealth of the family so equity is an issue. Those with money have access to ‘enhancements’ through drugs or transplants to improve learning possibilities for students. Students speak about learning best through ‘doing’; gamification; authentic tasks; community involvement; and an understanding of family and culture are all important to students.
Brainstorm a list of recommended decisions:
- To improve equity of access for all students to good quality blended, authentic learning experiences irrespective of background.
- To provide greater opportunities for students to socialize and learn with and from each other
- To ensure that students have a wide range of experiences and key skills and capabilities to help them cope with an ever-changing future
- To provide students with a strong sense of self and self-determination
- To ensure students give back to their community and support and work with community projects
- To ensure that all students are reaching their full learning potential, having challenges and understanding that failing is part of learning
My Two most important strategic decisions are:
- To improve equity of access for all students to good quality blended authentic learning experiences irrespective of background.
- To provide greater opportunities for students to socialize and learn with and from each other.
For many of the students interviewed, equity of access to good quality learning was mentioned. Poorer students felt that the learning opportunities they had access to, was limiting their opportunities to succeed in life. They wanted someone to care about their learning and support them to make correct choices and to help steer them in the ‘right direction’. There was a sense of powerlessness in some of their comments. Other students felt that the subjects or interests that they had chosen were looked down upon – the arts, music was less valued than science. It was their wish for those subjects and the ‘hands-on’ nature of learning they enjoyed to be valued, giving students’ peace of mind and a sense of well-being. By working in teams in a blended manner on authentic community projects some of these issues would be mitigated for the students.
Some of the students expressed feelings of isolation as a result of their sheltered learning opportunities. They wished for the opportunity to be more engaged with the real world and to mix with and learn to socialize with others. They also expressed a desire to know what skills they needed to make the most of any opportunities and be able to support themselves. Providing greater opportunities for students to socialize and to learn with and from each other while engaged in authentic community based projects could go a long way to making all students feel that they had a sense of belonging and the experience to negotiate their way in the world.
Transferability of recommended decisions for my alternative scenarios: The two scenarios I chose as most important do transfer to the other scenarios in my list. As I wrote the paragraphs above, I realise that in 2025, many students feel isolated as a result of perhaps a preponderance of virtual learning and personalized learning pathways. Each scenario matches well to my suggestion of finding authentic community projects that students could be part of as teams in a blended learning experience. This would enable them to mix with others of a similar age group, to appreciate the cultural diversity evident and allow them to value the variety of skills and expertise that each can contribute.