Purpose:The purpose of this article is to analyze how to make changes to prescribed curriculum,pedagogy,activities,learning environments,and assessments to loosen control over time and space of learning to increase ti...Purpose:The purpose of this article is to analyze how to make changes to prescribed curriculum,pedagogy,activities,learning environments,and assessments to loosen control over time and space of learning to increase time for student autonomy.Design/Approach/Methods:A theoretical analysis of functions of the five elements(curriculum,pedagogy,activities,learning environments,and assessments)of schooling in controlling time and space in learning.Findings:Students'time available for autonomy is limited due to prescribed curriculum,which occupies all students'school time.Pedagogical practices that aim to efficiently implement the prescribed curriculum force and tempt students to spend all available time on the prescribed curriculum and extend work on the prescribed curriculum beyond classrooms through time concentration.Furthermore,the design and implementation of learning activities alter students'perception of time,making activities long and tedious.Moreover,students'time occupation by the prescribed curriculum compresses their space in learning environments.Finally,assessments and evaluations are typically limited to a distorted picture of students due to misplaced observers on different time scales and from an observation perspective.All these can be changed and we proposed possible directions of change.Originality/Value:This article furthers our positions in the previous article published in ECNU Review of Education——"Paradigm Shifting in Education:An Ecological Analysis."In this article,we provided a more detailed analysis of schooling from spatiotemporal perspectives and gave a uniquely fresh perspective on the changes we need in the age of Al to increase the time available for autonomy.展开更多
Purpose:The purpose of this article is to analyze educational changes,in particular transformational changes,and suggest a new approach to shift the paradigm in education using an ecological conceptual framework.Desig...Purpose:The purpose of this article is to analyze educational changes,in particular transformational changes,and suggest a new approach to shift the paradigm in education using an ecological conceptual framework.Design/Approach/Methods:An ecological analysis of two key factors in education:prescribed curriculum and student autonomy.Findings:Paradigm shift can happen in schools,but it cannot be imposed by systems and systems typically are unable to propose transformational changes.Such changes should happen within schools,but not affecting the entire school.Thus a"school within a school"approach is proposed with some examples.The small change could affect entire systems from the perspective of panarchy theory.Originality/Value:This article brings a fresh perspective on making the much needed transformational changes possible in schools.Al partnership,personalized learning,student autonomy,self-determination,and self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students.However,implementing these would demand a paradigm shift in schools.Schools are the most resilient social entities,but they are also the organizations easiest to change.For over 200 years,the essence of schooling has not changed,but there have been significant changes in curriculum,textbooks,testing,and pedagogy.Today,we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence.It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes.展开更多
文摘Purpose:The purpose of this article is to analyze how to make changes to prescribed curriculum,pedagogy,activities,learning environments,and assessments to loosen control over time and space of learning to increase time for student autonomy.Design/Approach/Methods:A theoretical analysis of functions of the five elements(curriculum,pedagogy,activities,learning environments,and assessments)of schooling in controlling time and space in learning.Findings:Students'time available for autonomy is limited due to prescribed curriculum,which occupies all students'school time.Pedagogical practices that aim to efficiently implement the prescribed curriculum force and tempt students to spend all available time on the prescribed curriculum and extend work on the prescribed curriculum beyond classrooms through time concentration.Furthermore,the design and implementation of learning activities alter students'perception of time,making activities long and tedious.Moreover,students'time occupation by the prescribed curriculum compresses their space in learning environments.Finally,assessments and evaluations are typically limited to a distorted picture of students due to misplaced observers on different time scales and from an observation perspective.All these can be changed and we proposed possible directions of change.Originality/Value:This article furthers our positions in the previous article published in ECNU Review of Education——"Paradigm Shifting in Education:An Ecological Analysis."In this article,we provided a more detailed analysis of schooling from spatiotemporal perspectives and gave a uniquely fresh perspective on the changes we need in the age of Al to increase the time available for autonomy.
文摘Purpose:The purpose of this article is to analyze educational changes,in particular transformational changes,and suggest a new approach to shift the paradigm in education using an ecological conceptual framework.Design/Approach/Methods:An ecological analysis of two key factors in education:prescribed curriculum and student autonomy.Findings:Paradigm shift can happen in schools,but it cannot be imposed by systems and systems typically are unable to propose transformational changes.Such changes should happen within schools,but not affecting the entire school.Thus a"school within a school"approach is proposed with some examples.The small change could affect entire systems from the perspective of panarchy theory.Originality/Value:This article brings a fresh perspective on making the much needed transformational changes possible in schools.Al partnership,personalized learning,student autonomy,self-determination,and self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students.However,implementing these would demand a paradigm shift in schools.Schools are the most resilient social entities,but they are also the organizations easiest to change.For over 200 years,the essence of schooling has not changed,but there have been significant changes in curriculum,textbooks,testing,and pedagogy.Today,we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence.It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes.
