Education 2.0 & 3.0

"When we look at all the assumptions that have been overturned in higher education because of the pandemic and all the needs that have only grown during this time, what becomes clear is that frameworks that previously worked for higher education are no longer guaranteed to function. Something new is needed, and flipped learning may be exactly the right model for where higher education is headed once the pandemic is over."

In March 2020, UK higher education embarked on a sudden shift to digital learning. In the vast majority of cases, it wasn’t a designed and fully realised transformation of teaching and learning.

It was an emergency response to an unprecedented situation that relied on upskilling staff rapidly enough to enable them to deliver the remainder of their courses, and assess them, in as effective and equitable way as possible. 

The extent of this digital shift, and the tools, techniques and platforms used, varied not only between universities but also within them, depending on the demands of different departments and the confidence and capabilities of the staff.

Dr. Mark Bullen demystifies instructional design by providing a simple and easy to understand explanation of the concept. His key point is that instructional design is all about crafting learning objectives at a level appropriate for the knowledge and skills that are being developed, then

Hybrid and online learning offer strengths and benefits—but conversations must address ways to evolve instructional strategies.

Blended learning is a pedagogical approach to learning and teaching that marries digitality with classroom learning activities. It is both a mode of instruction and learning that has different models which according to Dreambox include: self-blend, online driver, face-to-face driver, rotation, and online lab.

When I moved to the USA from the southern hemisphere 20 years, I had to learn to drive on the other side of the street. This required me to “unlearn” what I knew and “relearn” how to drive. There was no choice or reason to delay. If I did not adapt, my safety and the safety of those around me would be at risk! Similarly, workplace employees do not have the luxury of slowly adapting to change. The pace is fast, constant and often overwhelming.

We know that an organization’s ability to adapt to change is critical to business success. Do we also appreciate the impact of individual behavior on successful transformations? For this to happen, individuals need to unlearn what they have previously learned and then relearn new and relevant information. This “learn-unlearn-relearn” cycle may repeat many times over.

There are many similarities to adults and students when it comes to learning. If you were an auditory learner in school, you probably still prefer that learning method [1]. If you were a verbal learner you still prefer that. Adults are able to learn from additional styles as they know what they need to pick out from training, and they know the impact it will have on their job if they do not. The motivation to learn is more relevant to adults than it is to students, but trainers need to be aware of learner preferences.

David Jolliffe has seen how much trouble students have had in recent years doing their reading.

He has given them a full article or book and watched them struggle to read anything beyond an excerpt. He has handed them a nonfiction book and heard them call it a novel. He has asked them to tell him the main idea of a text and watched their eyes search the page for answers. 

“The main idea in a text is not on the page,” Jolliffe, who retired last year from the University of Arkansas as a professor of English and of curriculum and instruction, tells them. It’s “something in your head that you need to construct.”

In positive psychology, ‘flow’ is a term used to describe the optimal state of consciousness. It’s in this state that we become so energised and absorbed by what we’re doing that all distractions fade into the background and the hours seem to fly by.

As much as Generation Z has embraced technology for social engagement, they very much still value an on-campus education experience.

Does your faculty embrace video?

Members of Generation Z say they vastly prefer video as a learning method, according to Beyond Millennials: The Next Generation of Learners, a recent study from Pearson and The Harris Poll. The study notes that Generation Z, or students ages 14-23, have had their educational expectations shaped by technology in more ways than the 24- to 40-year-old millennials.

As a follow-up to our 9 Characteristics of 21st Century Learning we developed in 2009, we have developed an updated framework, The Inside-Out Learning Model.

The goal of the model is simple enough–not pure academic proficiency, but instead authentic self-knowledge, diverse local and global interdependence, adaptive critical thinking, and adaptive media literacy.

By design this model emphasizes the role of play, diverse digital and physical media, and a designed interdependence between communities and schools.

Vice-chancellors and senior executives from more than 40 UK universities have contributed to a new framework, launched today, to help higher education leaders realise the benefits of a long-term strategic approach to digital technology.

The heritage sector has a wealth of knowledge to share with the world. It plays a vital role in enabling people of all ages to learn about and understand the UK’s fascinating and complex history. Whether visiting sites and monuments, exploring stories and exhibitions, or participating in events and activities, your visitors already experience a wealth of education opportunities. 

Online learning resources and activities can help to bring heritage to a wider audience than ever before, in new and innovative ways. 

Online learning can include: 

free digital courses that anyone can join, sometimes called Massive Open Online Courses or MOOCS 

structured activities aimed at groups of learners such as schoolchildren 

community learning and engagement, which might involve collaborative practice or ‘crowdsourcing’ resources

self-paced online learning materials

virtual tours and exhibitions

blogging and social media activities, including digital storytelling and quizzes

Online learning provides opportunities to make heritage education accessible to people from all walks of life.

You don’t need specialist expertise and expensive applications to create effective learning experiences.

Want to use the best learning theories in life? Here is a practical guide that explains all learning theories in action.

In order to understand which learning theory affects your learning style, keep reading!

"In this article, we’ll discuss how retrieval-based learning can be used in digital learning programs to make them effective and sticky."

"For most of us, hearing something just once isn’t nearly enough to commit it to memory. But with today’s crowded curriculum, sometimes one explanation is all kids get.

Ten years ago, Sal Khan set out to change that with his Khan Academyvideos, which let kids replay lessons as many times as they want."

Learning anything comes with some kind of labour whether it’s time spent, a search for meaning, or a simple struggle to understand. After all, every learner is different. With those differences will come the process of overcoming learning barriers of every definition. You won’t always see them coming if you’re a teacher, but there are ways to help your learners get over them.

Here we have 6 of the most efficient methods for giving your learners the upper hand with overcoming learning barriers as they appear.

Are your learners failing to apply the acquired knowledge from online learning to their jobs? How do you ensure effective knowledge transfer? Answer these 10 questions before, during, and post eLearning development and ensure effective knowledge transfer.

Whether we do so consciously or not, we all form expectations about certain things in our lives, from how much we think we’ll enjoy a particular experience to the expectations we form about ourselves and others. Sometimes these expectations are based on prior experience, but more often than not, they’re based on what we’ve been told or the subconscious beliefs we hold.

Picture this: It’s Monday and Ms. D’Angelo, a seventh-grade science teacher in the South Bronx, gives her students a homework assignment about food chains that is due in one week. The assignment asks students to teach a family member about this concept by completing a model food chain together.

The following Monday, Ms. D’Angelo is surprised to see that that some of her students seem to understand the material at a deep level—they even use new vocabulary terms with great fluidity. These same students appear be much more confident than usual when engaging in the class discussion. Ms. D’Angelo scans her grade book and notices that these students are the same the ones who completed the homework assignment.