Technologies are rapidly changing the way we live and work. They can also be harnessed to improve our learning environments. A Friday midday panel brings together education innovators to discuss how we can let go of old education models and embrace a new learning culture that is project based, practical and applicable in diverse places and at different times. Marco Eisenberg, MINT EC moderates the panel featuring Katja Hölttä-Otto, Aalto University, Peter Spiegel, GENISIS Institute for Social Innovation and Impact Strategies, Richard Schuhmann, Landing School of Boat Building and Design and Matt Parkinson, Learning Factory at Penn State University

Humans and collaboration remain crucial in learning even as technology improves

Each panelist first has the opportunity to provide an opening statement introducing their view on education. Matt Parkinson emphasizes the role of the student and suggests teachers must be able to provide value based on what students are looking to get out of learning.

Katja Hölttä-Otto outlines two points. She says as the speed of tech evolution is faster than that of human evolution, teachers need to make sure they are using technologies with the students in mind. This human-centered approach is also found in Design Thinking according to her. Peter Spiegel acknowledges also that Design Thinking sets a wonderful example for the future of education as it drives the shift from obtaining knowledge to learning soft skills. According to him, this helps “overcome the difference between students and teachers,” so we can “all learn from each other”.

Richard Schumann paraphrases Immanuel Kant to explain his starting point for learning: “All knowledge begins with experience, but experience isn’t the sum total of what knowledge acquisition is”. He adds a John Dewey quote he saw in the halls of the HPI School of Design Thinking, which states “knowledge requires experiences and reflection”. To round out his philosophy Richard Schumann adds that preparation is crucial.

Panel moderator Marco Eisenberg then literally throws a question to the crowd with a catchbox microphone and the audience has the chance to explain what stimulated their interest in the future of learning. Their answers prompt Marco Eisenberg to ask the audience whether learning is about students, teachers or everyone.

With the vote going the way of the teachers the panelists again pick up the discussion on their vision for the future of learning from a teacher’s perspective and when exactly the “future” is.

Richard Schumann states simply “The future begins tomorrow”, before elaborating to claim teachers should be engaging in empathic design regarding the way they think about delivering course content. Matt Parkinson points to a dilemma, suggesting teachers want to make it easy for students to engage, but they must also make content challenging. “We (university educators) haven’t been trained in this very dynamic environment that we are expected to teach in,” he states.

Katja Hölttä-Otto agrees that many university teachers are not trained well enough in teaching. She says however research and teaching need not be separated, while universities could also hire experts in teaching, whom professors cans learn from. Moving away from higher education, Peter Spiegel suggests online learning is helpful in schools, but is best when combined with learning through practical challenges and from peers.

Asked to provide parting advice from the session, Matt Parkinson tells us to collaborate with people who are different to us. Richard Schumann says educators must help “connect the dots for students”. Katja Hölttä-Otto calls on teachers to “make learning visible” – both for themselves and students. Finally, Peter Spiegel echoes Matt Parkinson’s suggestion in telling the audience they should collaborate with people with whom they haven’t previously.