Education technology serves only as a delivery vehicle. All technologies can deliver effective or ineffective instruction. The key question is what you ask students to do and how you help them do it, not what tools you use.
Science and technology have spawned new models for teaching and learning that will fundamentally alter the student experience in the years ahead. Education innovators are using technology and analytics to transform every facet of the college experience, from helping students make more informed educational investments to reducing the geographic and financial barriers to learning. Take Georgia Institute of Technology’s online master’s degree in computer science, for example. With a price tag of less than $7,000, students have the flexibility to set their own pace and engage with personal coaches and project peers as they progress through the program.
Moreover, the exponential rate at which new knowledge is created today is drawing a new breed of alternative education providers into higher education. These providers are developing lower-cost, lightweight, on-demand learning solutions to help close the growing gap between the skills employers seek and the skills students possess upon graduation.2 HackReactor, one such provider, specializes in providing students with computer science skills in just three months. Another, General Assembly, offers both in-person and online courses in everything from business fundamentals to web development.
The question facing colleges and universities is how to marry the best of a liberal arts education with advances in technology and new models of learning to effectively adapt higher education for the digital age we live in. In today’s hypercompetitive world, accelerating learning is the new dominant driver of success.3
According to John Seely Brown, co-author of A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, the business of universities in an era of exponential change must shift from simply transferring knowledge to students to providing them with access to the latest knowledge via digital platforms, developing their skill sets through mentorship, and then immersing them in situations that encourage them to probe and push the boundaries of current knowledge and practice.
Wide-ranging and thought-provoking conversations with higher education industry experts, educational technology startups, alternative education providers, college, university, and business leaders, and education policymakers led to intriguing insights on what all of these innovations could mean for the future of higher education. Collectively, these insights provide a glimpse into the changing landscape of higher education in America, which is detailed in the first part of this report. The second half of this report examines how colleges, universities, businesses, and governments can adapt to this changing landscape and the broader shift underway to a new era of lifelong learning. Making sense of this fast-changing landscape is essential; we all have a stake in making higher education more accessible, affordable, and relevant.
"Social learning has been in existence for ages now. Inherently, man’s basic desire is to observe, learn, and share. Today, social learning is more defined to the extent of being perceived as a formal concept. Leveraging the existing social learning platforms has promoted the culture of learning. Hence, the future of social learning at the workplace lies in continuous social communication and collaboration via personal and technology-enabled methods. A Learning Management System (LMS) can achieve desired results if it has the following five features:"
Looking for a vibrant group of teachers, faculty and students using Flipboard? The FlipEDU account is the hub for our education community.
At FlipEDU, you’ll find over 400 magazines made by educators and students, with more being added all the time. These magazines are organized into “metazines” (a magazine of magazines) devoted to common educational themes. For example, you can dive into the Teacher’s Lounge and find more than 40 magazines made by teachers sharing news and articles about the profession.
"We can see it as a way of engaging around a set of problems that we think are important but that we don't think have a single solution. There may be multiple solutions that require research, that require an approach that I think mirrors or suggests the contours of a discipline."
This article stresses the importance of involving all stakeholders in the selection process, offers a step-by-step guide to LMS selection, and enables readers to develop a customized list of LMS features that align with their institution's instructional and learning priorities.
Much has been written and debated on learning models. For example, Kolb’s model, based on Experiential Learning Theory, states that learning is the process whereby knowledge is created through the transformation of experience.
Kolb goes on to say that in order to gain genuine knowledge from an experience, the learner must have four abilities:
The learner must be willing to be actively involved in the experience;The learner must be able to reflect on the experience;The learner must possess and use analytical skills to conceptualize the experience;The learner must possess decision-making and problem solving skills in order to use the new ideas gained from the experience.
Via Alfredo Calderón
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