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January 1, 2025 marks the official release of Manifesto 25, a visionary document calling for urgent action to transform global education systems. The manifesto challenges the status quo, asserting that education as we know it is failing to prepare learners for the complexity and uncertainty of our rapidly changing world.
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This article examines how misinformation is designed to spread and why education must respond. It argues for learning approaches that build critical judgment, media literacy, and democratic resilience.
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The integration of artificial intelligence into educational settings is rapidly transforming the landscape of teaching and learning. As AI becomes more common in schools, strong policies are needed to use it effectively and ethically.
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Esta mañana, la Real Academia Sueca de Ciencias otorgó a Daron Acemoglu, Simon Johnson y James A. Robinson el Premio Nobel de Ciencias Económicas 2024.
Read articleThis morning, the Royal Swedish Academy of Sciences awarded Daron Acemoglu, Simon Johnson, and James A. Robinson with the 2024 Nobel Prize in Economic Sciences.
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David Wiley’s recent post at Improving Learning got me thinking about the rise of “generative OER” for content creation and customization and how AI is reshaping educational content. He also touches on the idea of “open prompts” and “open weights” as emerging forms of OER, enabling users to adapt content for specific needs.
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Over 20 years ago, I crafted the knowmad concept while a PhD student, investigating the future of work at the University of Minnesota. A few years later, I wrote a blog post with a general definition … and then things took off, catching me off guard.
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Development of modular training manuals to strengthen project proposal development for climate adaptation.
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Coach Digital Nepal is a digital coaching platform designed to monitor and strengthen teacher development. It supports foundational teaching skills with tools suited to low-connectivity environments.
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In recent talks in Argentina, Spain, and Colombia, I delved into the competencies essential for “knowmads” in the age of artificial intelligence (AI). This transformative era requires a shift in how educators approach teaching and learning, and it’s critical to understand what this means for teachers today.
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This article examines how artificial intelligence is changing the skills and competencies people need. It distinguishes capabilities likely to be affected by generative AI from those that remain essential for future learning and work.
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This article examines how generative AI and other technologies may automate large portions of people’s work. It considers what this inflection point means for education, skills, and human agency.
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Over the past decades, I’ve explored the evolving landscape of learning and work in the 21st century. The imminent arrival of Artificial General Intelligence (AGI) is a pivotal moment in this journey, marking a transition from the theoretical to the very real and imminent.
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After decades of wondering if calculators, phones, or Wikipedia have a place in schools, the next target is obviously generative AI.
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Virtual Alchemy explores how AI-powered formative feedback can expand learning access where teachers are difficult to reach. The project integrates an AI bot with Moodle for remote, resource-constrained, and crisis-affected settings.
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We find ourselves in an era where the languages of technology—bytes, pixels, and algorithms—have become as fundamental as the ABCs we learned in school. But are our educational systems keeping up?
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Knowmads are not confined by the classic structures of a fixed workplace or set of tools. They are agile, adaptable, and adept at navigating the complexities of the modern world.
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In this technological era, we cannot shy away from speaking about knowmadic people, not just learners, but workers, community members and global citizens alike. A knowmad is someone who is flexible, fluent in the technology of their time, and unafraid to take risks.
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