Education is in a phase of disruption (not news to anyone)—and it’s not just a blip or a bump, but is what Harvard professor and author Clayton Christenson describes as disruptive innovation. This concept describes what is happening in higher education now. We can see disruption in the new forms of course delivery (i.e. Udacity, Cousera), teaching methods (i.e. flipped classrooms), and new learning models (i.e. competency based learning). These experimental forms of teaching (MOOCs) and assessing (peer review, assessment centers) are changing how educators teach, and impact the student/instructor relationship. Below are three [convincing] reasons why educators should consider creating a PLE:
1. We need to disrupt ourselves: The model of higher education is at a turning point. PLEs provide a framework for us to expand our knowledge in our areas of expertise, and in teaching and instructional methods that are and will be appropriate and relevant for the digital era.
2. The Instructor’s role has changed. The learner is moving to the center of the learning and teaching model, and relies upon a variety of sources for learning. PLEs will help instructors not only stay relevant in his or her field, but will provide an opportunity to learn how to use tools that will enhance instructional methods and adapt to the changing paradigm.
3. Access to the Internet has changed how we teach and learn—forever. New tools devices, and applications are changing our culture and society. Education is not immune. We need to adapt and respond—PLEs will help us to do so appropriately by responding from a position of knowledge and understanding.
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