A fundamental transformation is needed in education and training in order to develop the new skills and competencies required for people to remain employable and for businesses to remain competitve in a changing and uncertain world, while taking advantage of the new opportunities which await (Redecker et al 2011).

Envisioning the future of education technology
by TFE Research and Zappa (2012)

These changes are already happening with:

  • Global meta-trends impacting education and training, such as MOOCs, OERS and BYODs, supporting anywhere, anytime, anyhow learning (NMC, 2012),
  • Learners as pro-sumers, as they both consume and produce knowledge (Lindsay & Davis,2013),
  • Educators as lead-learners, as they become purveyors of content and learning process relayers (Lindsay & Davis,2013), and
  • Predictions of ‘virtual-physical studio’ learning spaces which prepare learners to deal with unscripted problems in jobs which haven’t yet been invented (TFE Research and Zappa, 2012).

These changes requires current learning and assessment paradigms to be challenged and significantly disrupted, as educators design and develop learning based on their technological, pedagogical and content knowledge (TPACK).

Traditional teaching, learning and assessment approaches need to be transformed into new and exciting delivery models which meet the changing demands of a digitally-centric world.

Those interested in leading the way in facilitating transformative and disruptive change within their organisations should consider participating in:

Fundamental transformation required in education and training
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