The document summarizes key points from a presentation by Kim Flintoff on transforming learning for relevance and sustainability. Some of the main ideas discussed include: developing a growth mindset across the education profession; the importance of connection between schools and communities; considering possible future scenarios for education from education-as-usual to peer-to-peer learning; and connecting education to mega-trends and their possible evolution over the long term. The presentation also addresses the role of educational technology, changing expectations and careers, and the need for education to evolve towards more play-based, generative, and personalized models of learning.

1. TRANSFORMING LEARNING FOR RELEVANCE AND
SUSTAINABILITY
GREAT SOUTHERN GRAMMAR SCHOOL JANUARY 2019
KIM FLINTOFF
Learning Futures
Curtin University

2. DEVELOPING A GROWTH MINDSET ACROSS THE PROFESSION
“WE HAVE TO BE ABLE TO
CHALLENGE IDEAS,
SYSTEMS, PRACTICES AND
BELIEFS
…without taking it
personally”
Kim Flintoff

3. THE IMPORTANCE OF CONNECTION
”… but a school is not a
village; especially a school
that feels it has no
obligation to be connected.”
Kim Flintoff

4. EDUCATION IS REALLY BIG
Read the report
“Scenarios do not predict
the future, but present
snapshots of a range of
possible futures.”
1. Education-as-usual
2. Regional Rising
3. Global Giants
4. Peer to peer
5. Robo Revolution

5. EDUCATION IS REALLY BIG
Read the report

6. WE CAN BE ACTIVE PARTICIPANTS OR PASSIVE RESPONDERS.
Read the resource
A global community
of educators and
innovators can track
and contribute to
the taxonomy’s
ongoing
development.

7. EDUCATION AND MEGATRENDS
But connecting education to mega-
trends is not straightforward. The
future is inherently unpredictable ,
because it is always in the making.
Long-term strategic thinking in
education thus needs to consider
both the set of trends and the
possible ways they might evolve in
the future.
OECD
Read the report

8. 1. SHIFTING GLOBAL GRAVITY

9. 2. PUBLIC MATTERS

10. 3. SECURITY IN A RISKY WORLD

11. 4. LIVING LONGER, LIVING BETTER

12. 5. MODERN CULTURES

13. EDUCATIONAL TECHNOLOGY
“CLASSROOM TECHNOLOGY
IS NOT NECESSARILY
RELEVANT TECHNOLOGY”
“EVERY CONVERSATION
ABOUT TECHNOLOGY IN
EDUCATION COMES BACK
TO DISCUSSING PEOPLE
AND CULTURE”

14. TECHNOLOGY IS NOT OPTIONAL

15. FACE-TO-FACE ISN’T AS GOOD AS BLENDED
“Online or
offline?
It's all real life
these days.”
Common Sense Media

16. TECHNOLOGY CHANGES OUR ROLE AS EDUCATORS
“When you no longer
have control over the
information that a
student receives, your
role in that classroom
changes”
Jonathan Costa, EdAdvance

17. TECHNOLOGY CHANGES THE DESTINATIONS
“65% of children entering
primary school will find
themselves in occupations
that today do not exist.”
Read Report

18. THE FUTURE CHANGES CONSTANTLY
“Change is not merely necessary to life — it is
life.”
“Technology feeds on itself. Technology
makes more technology possible.”
“The illiterate of the future will not be the
person who cannot read. It will be the person
who does not know how to learn.”
“Change is the only constant.”

19. CHANGING WORLD OF WORK
The “gig economy” is here to stay. And we
all need to think about what this means for
how we live and work.
Erik P.M. Vermeulen
Read the article

20. THE AGES OF HUMAN ENDEAVOUR
Posthuman??
Augmentation
Algorithm
Information
Industrial
Agrarian
Hunting/Gathering
NOW 
PASTFUTURE

21. TECHNOLOGY AMPLIFIES EXPECTATIONS (BIAS)
“Children begin to form
stereotypes about jobs,
careers and pathways from
the age of six.”
Inspiring the Future
Read Report

23. THE FUTURE OF A GLOBALIZED ECONOMY IS FEMALE
UN Women’s priority areas include:
• Expanding women’s leadership and participation
• Ending violence against women by enabling states
to set up the mechanisms needed to formulate and
enforce appropriate laws and services
• Enhancing women’s economic empowerment
• Strengthening the implementation of the Women,
Peace And Security agenda
• Making gender equality priorities central to
national, local and sectoral planning and budgeting.
• Humanitarian Response and Planning
NATIONAL COMMITTEE
AUSTRALIA
Read the article

24. EDUCATION NEEDS TO EVOLVE
“THE SOLUTION TO
CURRENT EDUCATION
CONCERNS IS NOT MORE
SCHOOLING – WE NEED A
DIFFERENT KIND OF
SCHOOLING”

25. THE FUTURE ISN’T WHAT IT USED TO BE
“In the early years of infant school, the
curriculum should be play based. It
shouldn’t be about educational
outcomes. It should be about kids
exploring, and having fun, and learning
stuff, the way little kids are hardwired to
learn things. When we emphasise raising
educational outcomes, what we do is we
take the joy and the fun out of learning.
If you want to depress any kind of
outcome, take the joy and the fun out of
it.”
Jane Caro
Read the report

26. WHEN AM I GOING TO USE THAT?
“A FRONT LOADED
CURRICULUM HAS
LITTLE RELEVANCE
TODAY – WE HAVE TO
GET BETTER AT
GENERATIVE PLAY AND
LEARN TO ASSESS BY
CATCHING THEM DOING
IT”

27. “YOU'LL FORGIVE ME IF I'VE GROWN TIRED OF WAITING FOR
HUMANITY TO WAKE UP”
“Every maker of video games
knows something that the
makers of curriculum don't
seem to understand. You'll
never see a video game being
advertised as being easy.
Kids who do not like school
will tell you it's not because
it's too hard. It's because it’s -
- boring”
Seymour Papert

28. THERE HAS TO BE SOME CHALLENGE
“THE KINDS OF
PROBLEMS WE OFFER
STUDENTS TO SOLVE
SIMPLY AREN’T BIG
ENOUGH”

29. CHANGE THE FRAME AND CHANGE THE RELEVANCE
“They came up with the idea of
educating people on how to grow crops
that would survive in the climate they
live in,”
“They could pass the information along
to larger groups of people so we would
reach a bigger population.”
Lindsay Doughty

30. CHOOSE YOUR OWN ADVENTURE
“It is a pedagogical approach
that actively engages students in
a situation that is real, relevant
and related to their
environment, which involves
defining a challenge and
implementing a solution.”
Observatory of Educational Innovation
Read the Article

31. I WAS THERE WHEN SHE SAID IT
“The role of the teacher is
to create the conditions for
invention rather than
provide ready-made
knowledge.”
Seymour Papert

32. YES, WE ARE ALL INDIVIDUALS
“We must stop treating all
students as if they are the
same even if the intention is
to ensure equality. Equity
comes from deeply
understanding learning
variations and identifying
the most powerful and
helpful supports for each
individual”
Karen Cator
I’M NOT

33. A VERY GOOD YEAR
“Students are educated in
batches, according to age,
as if the most important
thing they have in
common is their date of
manufacture.”
Sir Ken Robinson

34. THE OTHER GONSKI REPORT
“Its chief insight is that
Australia needs to shift
away from a year-based
curriculum to a curriculum
expressed as “learning
progressions”,
independent of year or
age.”
The Guardian
Read the Report

35. WHEN ARE YOU GOING TO GROW UP?
“Rather than pushing
children to think like
adults, we might do better
to remember that they are
great learners and to try
harder to be more like
them.”
Seymour Papert

36. ON RISK, AMBIGUITY, AND UNCERTAINTY?
“You don’t really
understand something if
you only understand it one
way.”
Marvin Minsky

37. READY, PLAYER ONE?
“Copernicus, Galileo, and
Kepler did not solve an old
problem, they asked a new
question, and in doing so
they changed the whole
basis on which the old
questions had been framed.”
Ken Robinson

38. PUT LEARNERS IN THE DRIVER SEAT
WHOEVER DRIVES
LEARNING
DETERMINES THE
DESTINATION
Read the Article

39. FUTURE-READY LEARNING

40. STAY IN TOUCH
Kim FLINTOFF
Facebook
LinkedIn
K.Flintoff@curtin.edu.au