Shaping (As Opposed to Stumbling Into It!) – The Future of Online Learning and Training
Shaping (As Opposed to Stumbling Into It!) – The Future
of Online Learning and Training
Stephen Murgatroyd, PhD, Chief Innovation OfficerContact North | Contact Nord
“I’m here because I’m old…. So I have a lens that says ‘Be
careful what you wish for’.”
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References AU MBA – “fellow deans of business
thought I was completely bonkers” – took over 50% of exec MBA market in the
country
Things that will force us to change
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- Globa spend on education: $6.5 trillion
o
A lot of this money I public; what is the
relation between this and private enterprise
o
Within a few years it will be 10.2 trillion
o
Training is an increasing part of this
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OECD – platform for education 2030
o
Three big domains: knowledge, skills, attitudes
& values
§
Which merge to create competencies and action
o
Reference to new PISA scale on ‘global competencies’
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NZ full-page ad: “We no longer want degrees. We
want to know what you can do.”
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Drivers:
o
Demographic shifts – more seniors than there are
kids in schools – Canada will be totally reliant on immigration to support the
workforce – we have to embrace tech in the workplace because the workers aren’t
there- we also have a big literacy gap
o
Economic shifts – the economy is growing in
Asia-Pacific, not NA and Europe – 424 of the cities in the world produce 80 %
of the worlds GDO – 325 of them in Asia – to find our place in this world, we
have to get smarter faster
o
New patterns of work – 30% of workers in Canada
are self-employed gig workers – different attitudes about what work is and the
role it plays in our life – “If we had to give everyone full time contracts,
universities as they are now wouldn’t exist”
o
Technological Disruption – 30-40% of jobs
worldwide will be impacted by tech like AI, 3D printing, drones, etc – surgeon can
practice on a 3D image of that particular person to prepare for surgery (which
may often be assisted by robots) – there are stores where a robot will help us
o
New kinds of organizations – Uber, Skip the
Dishes, 99Designs (to design images, logos, etc) – digital platforms do the
same for coding – learning & training – leveraging assets from all over the
world – and this is leading to public-private partnerships
o
Technological disruption – 2.4 million jobs in
Canada (McKinsey) may well be created by new tech – eg. Lethbridge Herald – looking
for a ‘wind finder’ – using engineering and weather tech to position
windmills – we need nimble agile education systems to prepare people for these
Things that will help us to change
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Don’t get romantic about classroom teaching –
not a shred of evidence that lecturing is helpful (Robert Bernard, et al) –
quote – a lecture is entertainment, not learning
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Warnings:
o
Conveying content is not learning (it’s
shipping)
o
Pedagogy not technology drives learning – tech doesn’t
teach, people do – the key component of what we’re working on is design – the relation
between the teacher, learner, and material being learned
o
Beware of ‘learnification’ (which is the
practice of putting the entire onus on the learners) – Gert Biesta
o
Beware of datafication – ie., use of data to
replace sensitive decision, use of untested algorithms to manage organizations
o
Understand cybersecurity and privacy
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New approaches to assessment
o
Eg. Assessment on-demand – “I’m ready to be
assessed now” – some AI-enabled
o
Stackable assessment, marked automatically,
captured on blockchain
o
Competency-bases assessment (that use video)
o
Eg. Apprenticeship – “why do we insist on time
being the variable when it’s skills that we’re interested in”
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AI-Enabled Learning Systems
o
Eg. Team at Deep Mind think we’re at the very early
stages of AI
o
Embedded in D2L are powerful adaptive learning
systems
o
Chatbots (eg. Jill Watson) – AU/Ryerson looking
at engaging students using chatboths
o
Automated content generation – Washington Post
uses AI to write 1000 articles this year
o
Quality assurance for OERs, analytics
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Simuations for Learning
o
Flight training, engineering, geography, history
o
Banff Centre – “conversation between students
and Abraham Lincoln”
o
Esp. when 5G rolls out
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Collaborative Learning
o
Eg. ATB uses video-based training to help wealth
managers – conversations with clients are video-taped – they self-evaluate –
then they share with a peer who also evaluates – then mentor or coach adds
values – sales went up 16% in 8 months with fewer people
o
Linking learners to workplaces and professionals
through RiiPEN
o
Linking students worldwide through P2P learning
networks
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Challenge and Design
o
A lot of learning is still too passive – about mastery,
or getting to grips with a body of knowledge
o
Instead – challenge people with questions you
don’t know the answer to as a prof
o
Co-creation – finding knowledge together – is a
powerful model of what learning can look like – showing others how I learn
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Immersive Learning
o
VR, etc – coming but not here yet
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MOOCs for Degrees
o
In 2018 – 101 million people enrolled in MOOCs
o
47 degrees (or equivalents) through MOOCs – in 2019
that will be 100, by 2025 that will be 1000 – at a very low cost through MOOCa
o
MOOCs are modularized, you can take a component
of a degree
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New Players
o
Eg. LinkedIn Learning (Ontario n made deal to
make it available to all students)
o
Squirrel – China
o
Badges – some badges by corporations being
accepted by colleges as credentials
o
AU
Hockey BA, Siemens Megatronics
We will see :
- Modular, stackable learning – including transfer for work-based learning; a lot more self-directed learning; significant growth in blended learning – senior will make a lot of use of this
- “This is for me – I’m driving my own learning agenda”
- Anywhere-Any tme assessment for learning – assessment centres, etc
- Work-based learning for credit (compare: Middlesex University – assessment of credentials)
- The Future Matters
- Opportunity to create alliances – new ways of blurring the boundaries that exist
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