Scenario Summary

Genuine learner agency and participatory power were achieved in large part, due to the tireless efforts of innovative policymakers who systematically deconstructed the hierarchies and binaries that defined the historical model. To their credit, they foresaw the pedagogical value of open dynamic educational approaches, designed to feed this autopoietic system. Inputs which embraced systemic uncertainty, and continued to evolve and re-form in response to the world around them over time. In 2032 led by these same policymakers, the Australian government passed 'The Education Agency Act' (EAA) which legislated this open dynamic systems model already underway in many independent schools, and rolled it out across the nation.

In a transformative future state; the primacy of enabling intellectual structures to be built by the learner, not taught by the teacher, becomes the driving force in all education policy. The role of technology in the development of personal agency, provides a community of practice, helping learners understand how to be in this space. Australia adopts the Domain of One's Own initiative some 15 years after its inception, creating space for learners and leaders to explore, discover and document their learning adventures. The nationwide initiative enables learners and leaders to exercise control over their work, personal data and digital identity.

The major strategic question this scenario raises for me is:
What if . . curriculum was replaced by dynamic learning nodes offering multi-dimensional learning experiences with learner at the centre? What if education's role is redefined as one of sense-making?