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Lifelong Pervasive Learning Futures: A Futures Examination of Workforce Needs
Keywords
futures, Pervasive Learning, Lifelong Learning
Session Abstract
Grounded in dynamical social systems theory, using Millennium Project data, this social inquiry research addresses questions about the future learning needs of adults. Findings include an increased emphasis on self-employment and meaningful engagements suggesting needs for more strategic approaches to developing lifelong learning in the context of ubiquitous technologies.
Session Description
This study is grounded in social inquiry. Social inquiry recognizes the “conceptual need to link social behavior to wider social systems” (Greene, 2008, p.7). Social inquiry does not privilege human agency and control over social systems but treats human, institutional and environmental relationships as fundamental to the social context. Social inquiry supports a complex, social systems perspective of society and provides strategies for exploring how humans engage with and become a part of the productions of society.
The Millennium Project is a global thinktank that specifically considers and supports research on futures topics and applications. The Millennium Project has conducted two recent projects on the future of work that have involved over 500 futurists and community, business, education, and technology leaders. Their research was conducted in over 45 countries and has been shared widely with decision makers and policy experts.
Using the whole-systems futuring strategy Causal Layered Analysis (CLA) the data generated through the Millennium Project workshops was analyzed and will be presented as recommendations for supporting the future of individual and societal learning needs.
Guiding questions: (1) What are the learning needs of future workers? (2) How does pervasive knowledge and ubiquitous learning opportunities impact workforce expectations?