Saturday, September 8, 2012

(14) Week 5 Friday flick: Changing educational paradigms

Changing education paradigms

Sir Ken Robinson, PhD. 

Sir Ken Robinson is an internationally respected thinker, speaker and writer on education, creativity and learning. In this video below,  he outlines his views on the need for a paradigm shift in education.

This lecture is one of a series of three influential talks on education by Sir Ken that have been seen by over 200 million people in 150 countries. (Here is the first if you are interested: Do schools kill creativity. We will look at the other later in our Digital toolkit program.)

Here is the 12 minute version (of the original 55 minute lecture here) illustrated using RSA animate.

For those interested,  some more examples of RSA animate films here.

So, what did you think of Sir Ken's views?

Does his lecture have relevance for us? Is there a shift under way from our historical understanding of the role of higher education in Australia? If so, what does this mean for our role as educators in contemporary Australian society?
What other thoughts did you have while watching?

Please post your comments, responses and ideas below.


  1. Wow! That presentation raised so many ideas, I am not sure where to begin. I certainly wish I could deliver some of my lectures that way. :-) Dan

  2. Love this talk, have seen in many many times and I'm always happy to watch and learn from it again.

    I think what speaks to me most after watching it is that systemising education has been powerful to get us "here", but now we are at a point where the learning needs to shift from teaching people how to work within a defined set of rules, to teaching people how to quickly adapt to new systems, new ways of thinking and integrating knowledge, and new ways of working.

  3. Fantastic clip Susie. The diminishing divergent thinking is all too evident I think as you see people progress from year level to year level at schools. But - do you think it increases again post undergrad? From Hons onwards we embrace the grey, work on assessment tasks with students (thesis, manuscripts, study design etc) and engage more in group learning (not cheating!). What is driving the decrease in divergent thinking - the teaching style or the assessment techniques we use?