What would education look like in 2025? There is a post relating to the use of Massive Open Online Education for K-12 education: in-2025-will-we-still-be-sending-our-kids-to-school. Here Matt Brett and Claire Macken remark:
From cradle to university, technology is present in childhood education and development. It can help children to develop literacy and numeracy. It can foster specific problem solving and critical thinking skills.
Much of this technology is already embedded in the classroom. Aside from the cost of maintaining functional computing and reasonable bandwidth internet connections, the massive online education experience can be achieved through open access approaches, for comparatively low cost.
At this point, policy priority for structured use of educational technology resides at the level of the school and the teacher. Technology is referred to in terms of a skill to be acquired, or as a cost driver for school funding.
The potential for educational technology as a disruptive force to the traditional models of schooling is absent.
However, as with MOOCs, the impact of digital technology and innovation legitimises questions about how the nature of schooling could, and should, adapt.
That is a wonderful vision!
I have shared here about the readiness of MOOC for k-12. Though I think we are not ready as yet by now, it is surely a great idea to consider that for our future education.
The nature of school would surely be changing as I have also conceived here.
I perceive the future of education through a networked learning approach, though it could be centred around an emergent, self-organising and adaptive learning pedagogy. We have summarized the pedagogy and the associated principles – i.e. the social, cognitive and teaching presence that could support such MOOCs, in our paper on Pedagogy to support human beings – via MOOCs (the cMOOCs).
I am posting part of the conclusion here: “A challenge associated with the educational use of the Web, social networking, and media, based on the MOOC distributed learning model, is that the open, emergent, chaotic nature of online interaction might conflict with the rigidly organized social structure of formal education, which involves prescriptive learning, standardized goals and curricula, fixed schedules, age-based grouping, classroom-based organization, and examinations. This formal view of education is problematic for professional learning and highlights a tension between learning in everyday life facilitated by emerging technologies and the philosophical stance and the pedagogies adopted by universities. A change in the thinking, philosophy, design, and pedagogies of institution-based online courses may be necessary if the affordances of emerging technologies are embraced and adopted within formal educational institutions. Considerable efforts will also be required to ensure an effective balance between openness and constraints when an online institutional course is fused with social networks. The adoption of MOOCs in formal education institutions is challenging, though it opens up new opportunities to experience the co-creation of networks within communities and new and participatory forms of communication and collaboration for both learners and educators.”
It seems that we have come up with one size suits all sorts of Massive Online Education meeting with networking opportunity and technology affordance. I think a balance and connection between these contrasting pedagogy needs to be fully understood and made, to ensure the nurturing of emergent learning, not just prescribed learning in MOOC.
What sort of questions relate to the adoption of technology in education? How about the nature of schooling? These are critical questions that I would like to explore.