Teaching and Learning in the Digital Age
Contents:
Chapter 3, Methods of Teaching: Campus-Focused , discusses teaching methods commonly used on campus-based learning environments. Five perspectives on teaching are examined—the transmission, apprenticeship, developmental, nurturing, and social reform.
TEACHING & LEARNING IN THE DIGITAL AGE: A NEW UNDERSTANDING OF QUALITY
These abovementioned perspectives are related to epistemologies and theories of learning, with an emphasis on their relevance to a digital age. The chapter guides readers to a discussion of the general strengths and weaknesses of each approach, identify the extent to which each approach meets the needs of learners in a digital age and choose an appropriate teaching method or mix of methods for their teaching context.
Chapter 4, Methods of Teaching with an Online Focus , covers key approaches to the design of online teaching and learning. The chapter involves design models such as classroom-type online learning, the ADDIE model, online collaborative learning, competency-based learning, communities of practice, and agile design. It provides an opportunity for teachers and instructors to look into the strengths and weaknesses of each model and decide on the most suitable model or combination of models for their teaching. Chapter 5, MOOCs , primarily focuses on many aspects of MOOCs including a brief history and definition, the differences between various kinds, MOOCs and other forms of online and open learning, strengths and weaknesses, and disruptive impacts of political, social, and economic drivers of the courses.
The chapter also allows the readers to make decisions on developing or investing and the types to advance MOOCs. Chapter 6, Understanding Technology in Education , provides information on how to choose and use technologies and media for teaching and learning. The author identifies three core dimensions of media and technology namely:. The chapter also covers a short history of educational technology, the difference between media and technology, and the foundations of educational media.
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Chapter 7, Pedagogical Differences between Media , focuses on the distinctive pedagogical characteristics of various media consisting of text, audio, video, computing, and social media. It aims to provide a framework for analyzing the pedagogical characteristics of educational media and to enable readers to apply that analysis to any particular module of teaching. Chapter 8, Choosing and Using Media in Education: S tudents, E ase of use, C osts, T eaching functions, I nteraction, O rganizational issues, N etworking, and lastly, S ecurity and privacy.
Chapter 9, Modes of Delivery , explores three modes of delivery which are campus-based; blended or fully online and helps to determine the most appropriate mode of delivery for their courses or programs implying the factors influencing their decision. Chapter 10, Trends in Open Education , discusses the disruptive implications of open educational resources, open textbooks, open research, and open data in higher education. Living in the digital age, we are all well aware that the internet and the proliferation of digital devices have changed the game when it comes to sharing information around the globe.
Education has taken on many forms, as self-directed learning has become more popular and more achievable than ever before. This all boils down to one term already quite popular in education: A perfect example to illustrate this concept consists in the abundance of online learning platforms which charge a subscription fee to take one course or gain access to a variety of course content.
Principles of Good Practice - Teaching and Learning in the Digital Age. View this PGP as a PDF file. Preamble: The following principles provide common ground. Teaching and Learning in the Digital Age 1st Edition. Teaching and Learning in the Digital Age is for all those interested in considering the impact of emerging digital technologies on teaching and learning. Louise Starkey is Associate Dean in Primary and Secondary Education at.
Such websites often offer expert advice and guidance as students seek to achieve mastery. Although access to unique tools and informative material adds value to the consumer, the model is still identical to the one we currently use. In this regard, very little has changed. The real question when attempting to innovate in the educational environment is: The answer appears to be less related to the content that is being produced and more often driven by the technology that is being developed.
Software and platform integrations are key when it comes to innovation, as well as the functionality of content produced across a range of devices. The world is going mobile, so what would have worked on a website 10 years ago, must now be optimised for the mobile market. App development, then, becomes a real concern of tremendous value. This suggests the key skills a certificate, diploma or degree requires are the skill of employers say they need: These skills can be found in a range of disciplines, including the arts and humanities. While some technical skills are required for some positions, many companies prefer to find the right people with some skills, which they can then quickly acquire.
A pre-occupation with specific skills may be counterproductive, especially given forecasts about the future of work Ross, [11].
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Quality assurance systems rarely attend to skills, both formal and non- cognitive. In a rethinking of quality and its meaning for Universities and colleges, we need to look more closely at adaptability, resilience, grit and the soft skills employers are looking for. There are new forms of credit beginning to appear, triggered by the development of MOOCs. We list them here:. As these programs are presented as "fast track" passages to work, what is the quality assurance process for the design, development and delivery of the courses?
For the engagement of learners? For the assessment of learning outcomes?
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Given a significant number of students may pursue these routes to employment or credential, are our current quality assurance practices robust and adaptable to the development of such approaches? A challenge for many public institutions is the growing private sector in higher education. In India, according to the University Grants Committee [12] , there are qualified private universities.
They also suggest our current assessment practices dictate and constrain learning rather than enable it and provide for the full documentation of student capabilities. School leadership establishes school-wide expectations and provides ongoing professional development regarding the integration of educational technology into the school curriculum. Its content as well as its open access and interactive design makes this masterpiece unique. Finland recently released a report [14] on the impact of its international higher education student placement program on learning. From a quality perspective, how far down the path of assessing outcomes and impact should a quality assurance regime go? Similar documents were prepared by other higher education systems around the world.
International cooperation in this regard would help minimize the negative impact of such fake entities, and in turn, improve quality" page Growth of new providers is critical in meeting the sustainable development goals related to lifelong learning — they can make a real difference to both access and outcomes and can respond nimbly to the socio-economic needs of a jurisdiction.
They can also innovate quickly in ways many public institutions find difficult. The challenge is to sort out which are quality institutions and which are not. As the higher education sector becomes more complex, more international, more online this challenge becomes more acute, causing many to explore new approaches to quality assurance through standards-based assessment. Is this the right way to go? Finland recently released a report [14] on the impact of its international higher education student placement program on learning. It shows very clearly the international experience of students has a significant impact on their social skills, empathy, communication, tolerance and adaptability.
The report is aligned with a similar study from the European Union EU [15] , which had similar findings. Globalization is having an impact on higher education and learner mobility is a critical feature of the current higher education landscape. More programs include international study components and more students are completing part of their Canadian degree programs abroad. More learners are coming to Canada with part of a program completed in another country and more courses have international components and links to international research, applied research or organizations.
Higher education is increasingly an international business. The growth of international student body in each jurisdiction will continue, though it will become an increasingly competitive market as more institutions seek to capture these students. A variety of estimates suggest that, by , some 3 million individuals will be seeking to study in one of these countries — an increase of 1 million from Indeed, the UK has become increasingly dependent on international students to fund its complex system and requires some , or more new international students each year to sustain the system.
Recruitment depends very much on immigration rules, costs, relevance, security and quality of student life. Internationalization is not just about who the learners are; it is also about what it is they are learning.
As access to knowledge is much more universal aided significantly by advances in automatic translation engines and open education and research resources , then the curriculum itself also needs to reflect who the learners are, where they come from and are likely to return to. As knowledge develops at a faster rate than ever before and is much more globalized, a failure to ensure international content and focus is likely to lower the interest of international students in a specific program or area of study with some exceptions.
From a quality assurance perspective, what attention is paid to the experience of international students — especially those spending just part of their study time in a different country? Are we attending to their different needs and are we systematically assessing the impact of their "time abroad" experience? Employers are increasingly interested in what a potential employee can do rather than what or where they studied.
For example, Google recognized that past academic performance and achievement, at least in their work environment, does not predict future performance at work. It moved to behavioural and skills indicators competencies and behavioural interviewing Foster, [16] as the basis for staff selection.
Penguin Random House, Amazon, Apple and other large corporations followed suit together with a growing list of employers. In all of the examples of innovative, competency-based programs offered by institutions, employers are at the table as part of the team defining learning outcomes and the competencies to be mastered so there is alignment between learning and the skills they are looking for — something the college sector has done since its inception.
Many professional bodies are moving to competency-based and mastery models for admission to the profession.
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These include nurse and medical education, accounting, project management, counselling, human resources, pharmacy technician, some engineering professions and many more. Over the coming decade, we can expect more professional bodies to adopt a competency-mastery approach to professional certification. What is interesting is that a significant percentage of those holding a degree recently awarded by a quality assured university do not succeed in passing a professional certification of licensing examination focused on skills and competency. Take nursing as an example. Canadian except Quebec and US graduates of first degree level nursing programs are required to take the same licensing examination administered online so they may practice as qualified nurses.
The overall pass rate in Canada was The shift in the practice of employers away from a focus on the credential to a focus on what graduates can do places emphasis on experience as well as skills. They are increasingly looking at co-op experience, internships, voluntary service, international experience and "skills beyond school" — at the complete portfolio of the person who wishes to work for them. Quality assurance regimes need to look beyond the program, courses and assessment into the range of experiences which a student is able to add to their portfolio during their time at college or university.
A quality program is no longer enough to satisfy employers, who are engaged in a global war for talent. Governments, many of whom face financial challenges, are exploring their "return on investment" in higher education. Because of this, governments are increasingly requiring assessments of higher education outcomes and evaluations of social, economic, health and other impacts of higher education in their jurisdiction. Over and above looking at completion rates for degrees or equity, governments want to know the answer to the "so what? This is not an easy question to answer with compelling and persuasive evidence.
Universities in the UK do their best to present the case in their short pamphlet Why Invest in Universities? In this document, the authors focus on the impact of graduates on firm productivity, the spin-offs from research as job creators, research producing new products, which can transform industries e. Similar documents were prepared by other higher education systems around the world. From a quality perspective, how far down the path of assessing outcomes and impact should a quality assurance regime go?