A doorway to something new.

These 2 posts (Part 1 and Part 2) by Tony Bates, consider the need for change in Higher Education and the role that technology has in supporting that change.

In reading Part 1, the current 19th Century industrial model of education that universities still cling on to is all too familiar.  While many will see what Bates is proposing as being too radical and unlikely to be achieved, it is exactly what many of us are working to achieve in our roles as teachers and educators within the HE system. The idea that a model designed for an era of elite education, when around 8% of 18 year olds entered university, can still be effective in an age of mass education, when around 40% now take up university places, is one that is difficult to fathom. Over the past 20 years or so,  universities have spent increasing amounts of their budgets kitting out their teaching and learning spaces with technology. However, this has brought about little or no change in the way we educate. The technology has been used to do what we always have done, rather than to bring about change ( see an earlier posting on this subject). What has been missing is the vision and leadership needed to bring about transformative change.

In Part 2, Bates goes on to describe the “visions” that are required from the various stakeholders in HE., e.g. government, academics, students, administrators, IT managers, in order to bring about change. While technology can support this change, it requires structural and cultural changes before the current model can be dismantled and a new one put in place. In describing the implications of such change for institutions, Bates outlines 10 things that will change as a result of his own vision. I think that the most significant one relates to the changes that would take place in the way we assess learning. At present, we insist on a one-size-fits-all model, usually in the form of an end-of-course exam or a set essay. For me, I don’t believe we can realistically expect any change until this model is replaced by one that involves student choice and negotiation in how they demonstrate to us, not only what they have learnt, but also to what level of understanding they have learned it.

While I agree pretty much with everything Bates puts forward, I think that he misses the point that, within his vision of universities of the future there will still be a place for the niche institution – one that continues to offer a traditional, 19th Century industrial educational experience.

Richard Felder’s web site is aimed at providing help to HE lecturers who find themselves in a teaching role, but without any training. Although aimed specifically at Science and Engineering lecturers, many of the resources are applicable to a wider audience.

In his “Random Thoughts,” column on educational methods and issues for the quarterly journal Chemical Engineering Education he writes on a whole range of issues facing today’s HE lectures and provides valuable guidance on how to deal with them.

His two papers on the Top 10 worst teaching mistakes is a good starting point. This is a useful list as it not only identifies bad practice in HE teaching but also puts forward some helpful suggestions for avoiding these.

Transformative innovation is radical and challenging. It is the kind of innovation that challenges our assumptions about how we do things and causes us to question our accepted notions about education. Although radical and challenging, transformative innovation is informed by knowledge and awareness of the issues facing education, and aims to bring about improvements to the education system.

One of the main drivers for transformative innovation is the need for our education system to respond to the social and technological changes that are happening around us. Creating a culture of transformative innovation within the institution is essential, where the innovations are aligned with cultural values and beliefs of the organisation, and are not seen as being externally imposed.

This model differs from the commonly used “best practice” model which generally promotes a set of ideas originating from outside the organisation itself, rather than ideas that are central to the core goals and values of the organisation and the people within it. The culture of innovation that leads to transformation is built on a cyclical, iterative and reflective process involving:

Insight - identifying a problem, exploring solutions and finding tools to deliver

Invention - thinking out the box, thinking creatively, challenging existing practices

Application – developing strategies and organisational structures to implement new approaches and practices.

Reflection and communication – regularly reviewing and refining strategies to ensure that they are effective. Ensuring that communication networks are in place to ensure that innovation is embedded throughout the system and can be sustained.

Much of what is written in this paper is applicable to HE and could provide a useful model for managing transformative innovation within our institutions.

Mike Wesch’s latest Youtube video, A Portal to Media Literacy, is essential viewing for all educators. He describes so clearly why we have to change and challenge the present system of educating our young people. He is clearly a passionate teacher and someone who understands the world in which his students move.

His dismantling of the idea that “to learn is to acquire information”, the basis of our exam-driven school and college system and our institution-centred university system, is a joy to listen to.

He argues that our students might know how to use Youtube, Facebook, Blogger, Digg and MySpace for their own entertainment but they don’t know how to use them to learn or to create something interesting or new. So, in this sense they are no more “natives” than we are. We can’t assume that our students are media literate – even though they use Wikipedia all the time, many don’t realise it’s a wiki and can be edited.

The challenge for Higher Education, and indeed our 5-18 system, is to create “platforms of participation that allow students to realize and leverage the emerging media environment”. Moving our school, colleges and universities out of their “content delivery” model to one where students are participating, collaborating, sharing, creating and evaluating is how we develop an education system that is relevant to the next generation of learners. As I have said before, we have undersold and largely failed the Google generation – those who are in the system at the moment. But it is not too late to do something about the ones who are coming along after them. Put aside some time and watch the entire 66 minutes of this video – in 67 minutes you’ll be inspired to do something!

Ken Robinson’s wonderful talk on TED

Visit his website for all things Sir Ken.

This failure to adopt new technologies in order to transform and enrich teaching and learning appears to be a global phenomenon. The book has been collaboratively written and edited by 50 HE practitioners from around the world and covers a wide range of topics on the use of new Information and Communication technologies to support and transform teaching and learning

It is divided into 5 sections:

1. The impact of instructional technologies
2. Creating online course
3. Implementing technology
4. E-learning in action
5. Engagement and communication

Aimed at practitioners, administrators, managers, decision-makers, it provides valuable advice, case studies, resources, tools, ideas and reflections on creating socially engaging learning experiences within an online learning environment.