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To transform
the education
landscape, challenges
come increasingly from
the
socio-cultural-economic,
structural and policy
fields. Education has
to be visionary to
reach efficiency
gains, new sources –
and to offer
sustainable services,
reflecting the
complexity of modern
societies.
Market
realities and social
responsibility put
similar pressures on
the corporate and
University worlds.
Stakeholders expect
academia to respond to
needs beyond teaching
and research, better
promote innovation and
the knowledge economy,
manage the new student
populations.
Universities are
expected to detect and
attract talents, be
magnet of inputs from
practitioners,
resulting cooperative
surplus.
Vocationalisation
of education also
means the emergence of
new skillsets. The
progress in industrial
automation and ICTs
opens possibilities
for lifelong learning
resource developments,
for work based
learning and
integration of
human-machine
intelligence models.
Educational
technologies are
about connections
among information,
knowledge, action,
emotion and value:
knowledge
construction, learning
activities by sharing
and thinking,
interactivity,
aggregative
mechanisms,
cooperation and
integration - to meet
the requirements of
the knowledge age, to
satisfy the needs of
social transformation
and learning
innovation.
New
generation of learning
technologies and
networks are
ubiquitous, embedded
and mobile which
reshape access to and
delivery of learning.
Cutting edge fields
are artificial
intelligence, learning
analytics,
microlearning, new
credentialing,
revolution of
assessment, massive
open online courses
(MOOCs), personalized
learning, game-based
learning, flipped
classroom, Digital
Makerspaces
and alike.
The
question remains:
Which one(s) of
these will have
significant and
sustained impact in
the future? Can the
network society
become an enhanced
learning society?
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