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Shiftschool Guidebook
DAYDACTICS

ECLECTIC DIDACTICS FOR THE FUTURE OF EDUCATION

What is the future of education? We aim to rethink the education system by challenging the entire system. In this section of our GUIDEBOOK we present the learning methodologies to shape the schools and professional trainings of tomorrow.

Find all the didactic tactics we have tested in various learning formats. On this page, we share all our learnings about learning. Have a look at the workshop designs that we apply within our SHIFTSHAPE framework include those eclectic didactics. Let’s reinvent the future of education together!

Find out more about the world of transformation

Editorials, the Buzzword Dictionary, Interviews with Change-Makers,

Book Recommendations, Inspirational Quotes and Educational Insights from SHIFTSCHOOL.

FUTURE OF EDUCATION
How to reinvent the way we learn

After the Industrial Revolution in the 19th century, we are currently experiencing the next great revolution with digitalization. The exponential growth of digital computing power and the sudden usability of unimaginable amounts of data through increasingly sophisticated algorithms are multiplying human performance many times over. Here lie extraordinary opportunities – an increase in information and knowledge, an increase in communication capabilities and an increase in networking and efficiency, and the long-sought increase in economic output.

“I have never let my schooling interfere with my education.” Mark Twain

But somehow, this change in the educational landscape, described by many experts as the greatest cultural, technological and organizational change in history, doesn’t seem to really interest anyone. We’re already living in a time when half of all jobs didn’t exist 25 years ago. Now, as we enter the next crucial phase of technological growth, the half-life of job descriptions will be cut in half again. Almost half of today’s jobs are already threatened with extinction by automation and digitization – which means they will either change massively or, to a large extent, disappear altogether in the next 10 years.

It is absolutely pointless to want to compete with a machine!

The fact that we live in the information age does not mean that information is valuable in itself. Rather, we live in an age in which information is no longer a scarce commodity, but is available everywhere in abundance. This means that the sheer provision of information will no longer be a viable (business) model in the future. But this is precisely the model on which much of our post-secondary education system is based. Consequently, traditional educational institutions are losing their added value at an increasing rate. The mere imparting of knowledge in the form of aggregated information is a discontinued model. Information in itself is useless. What makes it valuable is the ability to use this knowledge, this information, correctly.

Our education system is not like a good wine that gets better over time or there are good or bad vintages. It is an industrially designed system that produces the same results year after year – unless we change it. And we should change something about it as soon as possible, because the content no longer fits and because the apparatus is too slow and cannot update quickly enough.

What we therefore urgently need is a willingness to embark on new, experimental paths in education as well. Anyone who wants to be successful in education in the future must no longer just impart knowledge to learners, but instead provide them with access to digital platforms while creating space for experimentation that enables learners to use their knowledge, make mistakes, learn from them, and thus continually expand the boundaries of their own knowledge.

Our DAYDACTICS section aims to inspire every educator to shape the future of education!