A significant part of the problem with contemporary education is that it aims to teach 21st century learners by combining a 20th century curriculum with a 19th century structure.Prensky, M – Engage me or enrage me: What today’s learners demand.
How many conferences and pages of literature in the last decade have been devoted to the development and nurture of pedagogy and learning spaces for education? For most, the predicated revolution has petered to a mere whimper. Some would argue that only remnants, an incremental evolution of the concept has been realised, and contemporary pedagogy remains rigid and fixed.
So what new rules dictate the game? In 2010 the world witnessed a true tipping point, a transformation of communication. The seamless integration of the iPhone, iPad platform throughout our community has created a truly new learning environment that just is? It’s time to re-examine a spatial design driven pedagogical revolution.
The 19th and 20th century classrooms are dissolved by the concept of seamless communication. Students and teachers alike will naturally flow from the formal to the informal, from gregarious to private spaces. Rooms no longer need titles but rather, will suggest a form of behaviour, an implicit curriculum. The student’s spatial design solution is analogous to a concept car for education from which each idea can be extracted and built upon for their own version of the learning environment of 2025. How they travel is up to them.
2025 will be an infused new era, a new culture of nurturing continual learning. No longer will learning be yesterday’s education.