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Opening Education is Futurelab’s ‘blue skies’ publications series. As its name suggests, this series is intended to open up areas for debate; to provoke, to challenge, to stimulate new visions for education. The ideas and arguments presented in these publications are generated in a variety of ways – through events, through thought-experiments and visioning workshops, and as unexpected ‘side effects’ of the research and
development activity that goes on at Futurelab on a day-to-day basis. The series complements our evidence-based research publications by offering a space to propose new ideas that may not yet be ready for implementation or rigorous evaluation.
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Towards new learning networks
By Tim Rudd, Dan Sutch and Keri Facer
What should the educational landscape of the future look like? What types of institutions, spaces and places for learning should we see develop? Where, and with whom, should learning happen? In this report, we argue that we need to move away from the institutionalised
logic of the school as factory, to the network logic of the learning community.
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What if...? Re-imagining learning spaces
By Tim Rudd, Carolyn Gifford, Jo Morrison and Keri Facer
We are currently witnessing a massive investment in the design and build of new schools to equip the UK education system for the 21st century. The economically and architecturally ambitious Building Schools for the Future (BSF) programme is setting out to rebuild or renew every secondary school in England over the next 10 to 15 years. But how much of this effort has been inspired by an equally wide-reaching educational vision?
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Social software and learning
By Martin Owen, Lyndsay Grant, Steve Sayers and Keri Facer
This report explores the relationship between the emergence of social software and the personalisation of education. It suggests that there is a changing view of what education is for, with an emphasis on the need for young people to develop the skills necessary for today's evolving global knowledge economy. Alongside this development is the rapid growth of social software, characterised as software that supports group interaction, and by combining these two trends there is significant potential to see a new approach to education.
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The potential of open source approaches for education
By Seb Bacon and Teresa Dillon
Free, Libre, Open Source Software (FLOSS) refers to any software distributed under a licence that allows users to change or share the software source code. Futurelab's interest in this area stems from the belief that FLOSS provides an example of peer-production which is driven by collaborative, social modes of interaction and knowledge exchange. This paper discusses some of the potential ways in which the approaches that characterise FLOSS might be applied in educational contexts.
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