Short term (1-2 years):
- Increasing use of blended learning
- Redesigning learning spaces
Mid-term (3-4 years):
- Growing focus on measuring learning
- Proliferation of Open Educational Resources (OER)
Long-term (5+ years):
- Advancing cultures of change and innovation
- Increasing cross-institution collaboration
Challenges – the Solvable, the Difficult and the Wicked
It’s when we get to the Challenges that things begin to get really interesting. The report identifies blending formal and informal learning and improving digital literacy as solvable and yes, we do know how to do those things. The resources and guidance and experience are available.
Difficult challenges are ones we understand but are elusive to solve. For example: Complex Thinking and Communication in an increasingly interconnected and networked world of big data and complex systems. How do institutions respond, make choices and teach decision-making in such a warp speed environment?
Integrating Personalized Learning is another difficult challenge. One size never did fit all. Customizing learning (that actually is learning and not merely delivery) to accommodate and facilitate the diversity of learners that goes beyond rather crude technologies is a tougher nut to crack.
And then there’s the Wicked
Wicked Challenges
One is: New Models of Education New that are “bringing unprecedented competition to the traditional models of education. Across the board, institutions are looking for ways to provide a high quality of service and more learning opportunities.”
This has to be more than MOOC’s. Part of the challenge will be from the very abundance of information and access to information and to ways of learning. With that infinite variety learners with the drive to do so can craft their own learning pathways and demonstrate their capacities in diverse, measurable and practical ways. Akin to BYOD it is now possible to CYOE (craft your own education). The teaching profession of the future may be as tutors, guides and facilitators to that learning – something we’ve given lip-service to for years.
And the second is: Relative Lack of Rewards for Teaching. “Teaching is often rated lower than research in academia. In the global education marketplace, a university’s status is largely determined on the quantity and quality of its research…. There is an overarching sense in the academic world that research credentials are a more valuable asset than talent and skill as an instructor. Because of this way of thinking, efforts to implement effective pedagogies are lacking. Adjunct professors and students feel the brunt of this challenge, as teaching-only contracts are underrated and underpaid, and learners must accept the outdated teaching styles of the university’s primary researchers. To balance competing priorities, larger universities are experimenting with alternating heavy and light teaching loads throughout the school year, and hiring more adjunct professors.”
Acknowledging and compensating the skills of teaching – now there’s a challenge to reckon with!
We all know what goes wrong with predictions but these seem sound enough. Time will tell!
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