I found this article so useful. I wish I had read it a year and a bit ago at the beginning of my MAODE journey. I had lightbulb moments as I was able to clearly distinguish between a trend and a development, a technology and a device.
The paper, taken as a whole, paints a bright future in which technology is used to specifically create learning programs and resources for individual people with unique needs. The opportunities for these people to learn in a place and at a time which is convenient to them are wonderful but better still they will be able learn via rich, contextual resources and environments whilst collaborating with experts, fellow students, learners from complementary and opposite disciplines. Their progress will not only be closely tracked to quickly identify any potential problems or missing elements before they become insurmountable issues, but it will be able to anticipate future issues and needs using the mounted swathes of data previously analysed.
Of course - it is unlikely that every point in this paper will turn out to be accurate but it's definitely helpful to see what might happen, what is currently being thought likely.
Anyway - here's my summary!
1. Advancing Cultures of Innovation: Flexible, responsive, agile. Emphasis
on entrepreneurship. Making universities seed beds of innovative economic activity.
2. Rethinking How Institutions Work: Working towards a better match
between graduate academic skills and desirable workplace skills, alternate
methods of delivery of education to growing, and more specific, body of
students. “Education as a Service” (EaaS) – students ‘pick and mix’ what they
learn according to their needs. LONG TERM
3. Redesigning Learning Spaces: more access to high tech devices
and internet connectivity. Change from libraries full of physical journals to
access for more people to more online journals. MID TERM
4. Shift to Deeper Learning Approaches: Learning To Learn; project based
learning, problem based learning, challenge based learning. Primary goal of higher
education to prepare learners for employment. MID TERM
5. Growing Focus on Measuring Learning: rethink on how to assess subject
mastery. Students are producing exponential amounts of data which can be analysed.
Students desire for immediate and continuous feedback. SHORT TERM
Use of Blended Learning Designs: drawing the best from online and face to face learning.
Six Key Challenges
1. Blending Formal and Informal Learning:
Moving away from
the ‘credit culture’ and acknowledging the value of experience, informal
learning and that unqualified does not mean unable. SOLVABLE
2. Improving Digital Literacy: Teaching with tech is different to
learning from it? Lack of consensus on what digital literacy requires. SOLVABLE
3. Competing Models of Education: Capitalising on emerging technology
is not enough – new models of teaching and learning must be developed to engage
students in a new, expanded and unfamiliar system. DIFFICULT
4. Personalizing Learning: demand for personalised (bespoke)
learning is there but it is not supported by current technology or practices.
5. Balancing Our Connected and
Unconnected Lives: there
is general concern about the balance individuals have of online vs offline
portions of their lives. Educators must play their part in addressing that. WICKED – HARD TO DEFINE, LET ALONE SOLVE.
6. Keeping Education Relevant Keeping
Education Relevant: Education
is not the guarantee of gainful employment it once was. Funneling students into
STEM to make them ‘economically useful’ disregards the ethical voice of the
humanities. Formal academia still has a higher status than vocational training.
WICKED – HARD TO DEFINE, LET ALONE SOLVE.
Six Important Developments
1. Bring Your Own Device (BYOD): Majority of learners own their own
devices. Requires robust Wi-Fi. Rather than discouraging Smartphones in
teaching environment, devices are being utilized. <1 YEAR
2. Learning Analytics and Adaptive
analytics has developed in three stages, moving from a focus on hindsight to
foresight; the first stage was describing results, the second stage was
diagnosing, and the third and current stage is predicting what will happen in
the future.” <1 YEAR
3. Augmented and Virtual Reality: AR = incorporating digital
information into real work, VR immersive experience where the entire world is
digital. Both provide contextual settings for learning. Particularly useful (so
far) in medical training. 2-3 YEARS
4. Makerspaces: Informal workshop environments in
community settings where people create things in a collaborative setting. Use
of 3D printers? 2-3 YEARS
5. Affective Computing: Machines can be programmed to recognize,
process and react appropriately to human emotion. Machines can be programmed to
simulate human emotion. Machines can recognize bored or disengaged students. 4-5
6. Robotics: Increased use of robotics in industry
will require more students to learn about, and innovate with, robotics. 4-5 YEARS