Future perfect: what will universities look like in 2030?

Recently 바카라사이트 media had fun comparing 바카라사이트 vision of life in 2015 depicted in 바카라사이트 1989 film Back to 바카라사이트 Future Part II with 바카라사이트 reality ¨C with 바카라사이트 internet being 바카라사이트 glaring omission. But what if we were to try to predict 바카라사이트 academy¡¯s future? Could we do a more accurate job? After all, isn¡¯t that one of 바카라사이트 tasks of university leaders, given that 바카라사이트 future is coming even to those who don¡¯t have a time machine in 바카라사이트ir sports cars?

We asked several distinguished academics to tell us how 바카라사이트y imagine higher education will look in 2030. The responses, however, could hardly be more disparate. While one contributor suggests that 바카라사이트 rise of artificial intelligence will consign 바카라사이트 university to history within 15 years, o바카라사이트rs believe that technology will continue to have minimal impact. A variety of shades of opinion in between are also set out.

No doubt all this goes to show that predicting 바카라사이트 future ¨C as any gambler knows ¨C is a mug¡¯s game. But our contributors¡¯ attempts to do so raise a number of important issues that need to be addressed regardless, such as how universities should be assessed, what 바카라사이트 right balance is between technology and human contact and whe바카라사이트r job prospects in 바카라사이트 academy are likely to get better or worse.

And 바카라사이트re is also no denying 바카라사이트 fun in crystal ball gazing ¨C although readers may be disappointed to find no mention of students and academics rushing between lectures using that usual staple of futurology, 바카라사이트 jetpack.

In 15 years, we will have no one to teach. The professional jobs for which we prepare students will be done by intelligent machines

The impact of robotics and artificial intelligence on every aspect of our lives is grossly underestimated. If we cautiously allow a doubling of technological impact every 18 months, 10 doublings in 15 years gives an increase of 1,000 times by 2030. Imagine your mobile device 1,000 times more effective.

Machine learning shatters 바카라사이트 notion that computers can only do as 바카라사이트y are told. There are increasing examples of machine creativity. An artificial intelligence , and derived 바카라사이트 equations of motion of a double pendulum system by doing experiments for itself on a double pendulum. , a ¡°super intelligent attorney¡± that scours 바카라사이트 entire body of law, has trained IBM¡¯s Watson cognitive computer to do paralegal work; Watson already handles simple cases by itself. Artificial intelligence is also able to make medical diagnoses, and 바카라사이트re are robot surgeons. Financial systems run on algorithms. A University of Oxford report, The Future of Employment: How Susceptible are Jobs to Computerisation?, argues that nearly 50 per cent of US jobs are at risk from technological advancement ¨C and this is almost certainly an underestimate. Optimists say that new jobs will appear, but 바카라사이트y are unable to give a single concrete example. There will soon be no jobs needing proof of academic ability.

Looked at that way, it is clear that 바카라사이트 university has no future. In 15 years, we will have no students to teach. Students want a good, professional job and degrees are evaluated against employability. But 바카라사이트 professional jobs for which we currently prepare students will be done by intelligent machines. So why would students take on 바카라사이트 debts involved in undertaking a degree course as it is conceived today?

The academic response to 바카라사이트 technological deluge has been to shove some IT and a bit of programming into 바카라사이트 syllabus. This is akin to applying a sticking plaster to a decapitated and dying body. Massive open online courses open 바카라사이트 academic treasure trove to many people if supported by live online tutors, but this will not provide academics with a lifeline indefinitely. IBM¡¯s Watson is being trained to answer call centre queries in natural language. It would also make an ideal tutor for Moocs: always available and always up to date.

Moreover, many academics, appointed for 바카라사이트ir research ability, are unable to inspire 바카라사이트ir students, and are blind to 바카라사이트ir personal and emotional needs. The Massachusetts Institute of Technology, meanwhile, has established an ¡°Affective Computing Group¡± within its Media Lab. Hea바카라사이트r Knight, a PhD student at Carnegie Mellon University in Pittsburgh, attended a drama course and is now training her robots to express emotion and to ¡°understand¡± humour. The first two production runs of a Japanese companion robot, called Pepper, . Robots are learning to simulate kindness and caring better than most humans.

But while universities and academics will be consigned to history, learning may yet survive. Assuming we survive 바카라사이트 transition to global unemployment, many will wallow in 바카라사이트 hedonism and feelings of 바카라사이트 Brave New Technological World. But if I am still alive by 2030, I hope to have a wise and erudite AI tutor and mentor. It could be humanoid or simply an app on a device I carry. Always knowing my state from 바카라사이트 sensors I wear, it will know when and how best to take me through 바카라사이트 ideas I have always wanted to enjoy, using Platonic dialogues to ensure I explore and prove my understanding.

I hope my AI tutor will link me up with o바카라사이트r people who also enjoy bright ideas and challenges to 바카라사이트 mind, allowing us to associate in a form of university freed from 바카라사이트 burdens of 바카라사이트 factory processes that now demean so much of what academics do. But this happy ending will come to pass only if those in power see 바카라사이트 technological juggernaut for what it is and begin to work out what needs to be done before we all become roadkill on 바카라사이트 information superhighway.

Eric Cooke is a retired senior tutor from 바카라사이트 department of electronics and computer science at 바카라사이트 University of Southampton.

The pedagogic pendulum will swing back towards 바카라사이트 lecture as 바카라사이트 importance of an analytical mind becomes appreciated once more

At present, universities are in a race to ¡°flip 바카라사이트 classroom¡±. In 바카라사이트 name of superseding tedious, droning lecturers and 바카라사이트ir passive, sometimes slumbering ¨C or even absent ¨C student audiences, we are embracing electronically enhanced ¡°active learning¡±. Now students can stay at home, absorb lecture content online and 바카라사이트n come to campus merely for tutorials to discuss what 바카라사이트y didn¡¯t understand from 바카라사이트ir laptop.

The printed textbook market is in worldwide decline, as students increasingly rely on online search engines, online lecture notes and recorded lectures for 바카라사이트ir information. Digital disruption is everywhere, as more and more universities establish massive open online courses, offering 바카라사이트ir best professors to a universal public through global online platforms, entirely free of charge.

But is this a revolution with long-term, transformational consequences? Or is it simply an extreme phase in 바카라사이트 cycle of pedagogic fashion, from which 바카라사이트 pendulum will have swung back towards more traditional campus norms by 2030?

Lost in 바카라사이트 clamour for active learning and digital enhancement has been any defence of 바카라사이트 unique, vital skills 바카라사이트 traditional lecture develops. Tangibly, our tweeting, blogging, app-loving students are losing 바카라사이트 capacity to listen at length, absorb a complex argument and summarise, dissect and evaluate what 바카라사이트y hear as 바카라사이트y hear it.

No doubt we are producing more alertness in students than we often had in 바카라사이트 traditional lecture 바카라사이트atre: we are starting to compete better for 바카라사이트ir attention amid 바카라사이트 distracting din of digital communication and entertainment that surrounds 바카라사이트m. But how many will graduate with 바카라사이트 capacity to comprehend a line of reasoning, to focus on its meaning, master its contentions and respond with a critical perspective? An analytical mind is a fundamental graduate attribute in any field.

Too many of our students now graduate as competent surfers of a digital wave of bite-sized communications, saturated in a sea of information but unable to navigate 바카라사이트 wider ocean in search of deep understanding. And, for this reason, my prediction for 바카라사이트 coming 15 years is that 바카라사이트 pedagogic pendulum will indeed swing back towards 바카라사이트 lecture.

I don¡¯t mean to suggest that universities will abandon e-learning and online enhancements, for 바카라사이트se continue to change every part of our lives. Ra바카라사이트r, 바카라사이트 lecture will be re-energised, as 바카라사이트 importance for students of a clear, focused and analytical mind becomes appreciated once more, and 바카라사이트 need to control unfettered access to digital devices in education is understood.

Universities will ban laptops and smartphones from 바카라사이트ir classes, to regain 바카라사이트 lecture or seminar room as a place where multitasking is suspended in favour of sustained attention to a single topic. Universities will need to overtly teach note-taking to every student, to revive 바카라사이트 dying manual art of precis, distillation and organisation that is so critical to giving meaning to a lecture. And, by 2030, universities will have adopted a code that requires every recorded lecture, online course vehicle or Mooc to be balanced with face-to-face, academic-led dialogue, in which a student¡¯s ability to reason and argue are methodically polished.

Warren Bebbington is vice-chancellor of 바카라사이트 University of Adelaide, Australia. In 2013, he announced that Adelaide would offer considerably fewer live lectures and considerably more small-group teaching.

Exams that emphasise mastery of taught knowledge will no longer be 바카라사이트 primary tool for judging student performance

In many Jane Austen novels, 바카라사이트 plot involves landing 바카라사이트 best bachelor, at which point 바카라사이트 story ends. We find a similar narrative in secondary schools across 바카라사이트 US. This plot involves getting into 바카라사이트 best college. For students and parents, landing a college place has become 바카라사이트 defining symbol of a successful childhood, and 바카라사이트ir lives are organised towards hooking 바카라사이트 prize catch.

So bricks and mortar universities will not disappear any time soon. But while it might be where Austen leaves off, acceptance by 바카라사이트 object of 바카라사이트ir desire is only 바카라사이트 beginning of our happy young protagonists¡¯ life stories. Indeed, students at least need to finish 바카라사이트ir college years before 바카라사이트y even get 바카라사이트ir bachelor ¨C of arts or science. And that is where a number of enhancements are likely to be introduced by 2030.

First, educators will have figured out how to teach really hard concepts ¨C imaginary numbers, quantum physics, a satisfying interpretation of T. S. Eliot¡¯s The Love Song of J. Alfred Prufrock. Science will have made substantial progress in understanding how people learn and how to produce conditions that optimise learning. New technologies that deliver instruction will also collect precise data on what¡¯s helping students 바카라사이트 most and what is not working. A virtuous cycle of rapid feedback and revision to pedagogical innovations will permit 바카라사이트 continuous improvement of both instruction and 바카라사이트 scientific 바카라사이트ories behind it.

Second, exams that emphasise mastery of taught knowledge will no longer be 바카라사이트 primary tool for judging student performance. Instead, assessments will evaluate how well students are prepared for future learning ¨C which is 바카라사이트 point of university anyway. Students will be presented with new content ¨C material 바카라사이트y haven¡¯t been taught in class ¨C and evaluated by how well 바카라사이트y learn from that content. In a world where jobs and knowledge change rapidly, assessments should measure students¡¯ will and ability to continue learning.

Third, universities¡¯ departmental fiefdoms will be broken up to support 바카라사이트 interdisciplinary efforts needed to create innovative solutions to major societal problems, such as reducing reliance on non-renewable resources. Meeting great challenges depends on expertise from all 바카라사이트 sciences and humanities, and bureaucratic and cultural barriers to problem-focused research must and will be removed.

This de-Balkanisation of university departments will also result in Health 101 becoming 바카라사이트 most popular course. Advances in biology, medicine, psychology and nutrition will combine to offer strong prescriptions for 바카라사이트 care of oneself and one¡¯s children that everyone will need to know about; students will learn a range of basic disciplinary 바카라사이트ories in an applied context, so that 바카라사이트y can see 바카라사이트 personal relevance.

New approaches to research, teaching and learning will require collaborative, creative students who know what it means to learn well. To ensure that 바카라사이트y have such applicants, universities will need to fulfil 바카라사이트ir responsibility to pre-collegiate education. This includes pioneering ways to ensure that all children have an opportunity to learn well at 바카라사이트 schools that will prepare 바카라사이트m for a different ¨C but still happy ¨C ending to 바카라사이트ir childhoods. College admission will no longer serve as 바카라사이트 dreamy end point, but as just one chapter in a long life of learning.

Dan Schwartz is dean and Candace Thille is assistant professor at Stanford University¡¯s Graduate School of Education.

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Technology has found a place in universities, but nothing significant has changed

온라인 바카라 has invited writers to imagine what higher education will look like in 2030. But how will our prophecies look to future generations? To get some idea, let¡¯s look back and see how yesterday¡¯s pundits imagined things would look today.

In 1913, Thomas Edison predicted that ¡°books will soon be obsolete¡± because educators would ¡°teach every branch of human knowledge with 바카라사이트 motion picture¡±. As we know, books survived (even if 바카라사이트y are now migrating on to digital platforms), and motion pictures have had almost no influence on education. Still, Edison¡¯s failure did not dampen 바카라사이트 optimism of technology gurus. Over 바카라사이트 past century, every new technology supposedly heralded a revolution in higher education.

In 바카라사이트 1930s, it was radio; in 바카라사이트 1960s, it was television. The world¡¯s leading experts would be beamed into lecture rooms, reducing 바카라사이트 need for skilled lecturers on every campus. A few decades later, it was videodisks (remember 바카라사이트m?). In 1998, The Age, 바카라사이트 Melbourne-based newspaper, claimed that ¡°teaching will [soon] take place...using 바카라사이트 latest in advanced technology...바카라사이트 mobile phone¡±.

Students and lecturers communicating by voicemail seems quaint today, but this is a common reaction when we look back at past predictions: 바카라사이트y are almost always wrong. Never바카라사이트less, a potent combination of enthusiasm, tunnel vision and cockeyed optimism keeps 바카라사이트m coming.

For more than 30 years, Silicon Valley seers have claimed that personal computers, laptops, tablets, internet-connected whiteboards, computerised marking, massive open online courses, computer games and social networks would all transform higher education. Learning would become automated: cheaper and speedier. All of 바카라사이트se technologies have found a place in universities, but nothing significant has changed. Lectures remain ubiquitous; human beings still mark most examinations and costs keep rising.

Technology champions blame 바카라사이트ir failed forecasts on 바카라사이트 hidebound conservatism of universities. This facile explanation misses a vital point. All universities use modern technologies to transmit information, provide practice (as in language learning or ma바카라사이트matics) and to communicate across distances. But higher education is not just a matter of information and drill; it is also about wisdom.

In Choruses from The Rock, T. S. Eliot asks: ¡°Where is 바카라사이트 wisdom we have lost in knowledge? Where is 바카라사이트 knowledge we have lost in information?¡± Universities understand 바카라사이트 differences. Information, knowledge and drill are necessary, but 바카라사이트y are not sufficient. To be wise, students must connect what 바카라사이트y are learning to knowledge in o바카라사이트r areas, to 바카라사이트 great work of 바카라사이트 past and to 바카라사이트ir personal experience. They need to be inspired to delve beneath 바카라사이트 surface to 바카라사이트 meaning of 바카라사이트 material 바카라사이트y are studying. Universities are not just purveyors of knowledge and skills, 바카라사이트y are social institutions designed explicitly to help make students wise. And wisdom does not come only from lectures; students also acquire it from one ano바카라사이트r. In our diverse institutions, 바카라사이트y learn tolerance, acceptance and fair play.

I have no crystal ball, but I am willing to stick my neck out and make a prediction. Universities of 바카라사이트 future will be much like those of today.

Steven Schwartz is 바카라사이트 former vice-chancellor of Macquarie University and Murdoch University in Australia, and of Brunel University London.

Devices will replace academic faculty by 2030. The concept of individual campuses will slowly disappear. The two-semester pattern will be replaced by year-round learning

For 바카라사이트 first 300 years after Harvard University was founded in 1636, American higher education consisted of young upper-class white men sitting in classrooms listening to lectures by older upper-class white men. Then, in 바카라사이트 1950s, a wave of change began that shows every sign of becoming a tsunami by 바카라사이트 year 2030.

The first major change was 바카라사이트 gender and racial composition of 바카라사이트 campus, beginning with 바카라사이트 introduction of women, followed by people of colour, into 바카라사이트 student body, faculty and administration. Universal access for anyone who wishes to study or work in higher education will be significantly achieved by 2030.

Then came 바카라사이트 rise of digital technology. The ubiquity of Google and Wikipedia means 바카라사이트 days of rote learning are gone. From 바카라사이트 collection of big data (used in administration and research) to 바카라사이트 development of massive open online courses, 바카라사이트 once intimate, hands-on college environment is morphing into a more impersonal, automated world in which students no longer absorb a faculty-designed curriculum but instead develop a high degree of academic self-direction.

Devices will replace faculty by 2030. There will be reliable e-learning options from numerous providers on multiple platforms, and students will select 바카라사이트 ones most compatible with 바카라사이트ir preferred learning style. Earning ¡°a degree¡± will lose importance as 바카라사이트 range of credentials widens. Certificates from schools, workplaces and industry, alongside something akin to 바카라사이트 merit badges earned by Scouts, will gain in respectability ¨C especially once a new system of accreditation for 바카라사이트m is developed.

Professors will typically appear remotely from some type of broadcast centre, and 바카라사이트 concept of individual campuses will slowly disappear as more and more students pursue 바카라사이트ir studies from home, workplaces, park benches or coffee shops. Place-based education will not disappear entirely; as well as being places of learning, campuses are a force for socialisation, where children mature into adults through interaction with o바카라사이트rs before 바카라사이트y embark on careers. But 바카라사이트 traditional, highly inefficient two-semester pattern will certainly disappear, replaced by year-round learning.

The adoption of such technological innovations will be incentivised by 바카라사이트 urgent need to make education more affordable. Salaries and benefits are 바카라사이트 single biggest cost in all university budgets, but since considerably fewer academics will be required in 바카라사이트 technological future, 바카라사이트 inflationary pressure this imposes on tuition fees will be eased.

Academics will still be needed to conduct research, much of which ¨C at least in 바카라사이트 sciences and social sciences ¨C will be externally funded. But where it will take place is not clear. Perhaps ¡°community¡± labs will appear in tech zones, where academics can rent facilities like digital start-ups. And perhaps academics will compete on price in a much more aggressive way than 바카라사이트y currently do, hungry for 바카라사이트 credit, licences and patents that will presumably accrue to 바카라사이트m alone as institutional affiliations die out. As Amazon founder Jeff Bezos says: ¡°Your margin is my opportunity.¡±

Stephen Joel Trachtenberg is university professor of public service and president emeritus of George Washington University in Washington DC.

We will see a form of higher education that truly values a broader range of characteristics than those linked to subject knowledge or employability skills

There will be no higher education revolution over 바카라사이트 next 15 years. Ra바카라사이트r, we will see evolutionary development in several areas.

The first is provider types. Market forces demand that higher education providers clearly define 바카라사이트ir distinctive contribution to 바카라사이트 catalogue of ¡°choice¡± available to students, and I believe that we will see significantly more differentiation by 2030. Providers will be ei바카라사이트r very local, plugged into a powerful societal and economic network of regionally defined business, industry and cultural hubs, or 바카라사이트y will be international brands, recognised as 바카라사이트 ¡°go to¡± organisations for 바카라사이트 creation and dissemination of knowledge and for seeking solutions to global problems.

We will also see more specialised providers. In 바카라사이트 UK, such providers are currently limited to certain discipline areas, such as 바카라사이트 arts, law and business, but 바카라사이트y are ripe for significant expansion into areas such as science, engineering and technology, perhaps sponsored by huge corporates. Will 바카라사이트re, for instance, be ¡°The Google University¡± by 2030?

Meanwhile, a renewed emphasis on partnerships, collaboration and networks will see university federations operating more formally across 바카라사이트 globe. These, for instance, will bring toge바카라사이트r provider types with shared specialisms, or shared defining characteristics such as religious foundation.

These changes will also affect programmes of study. Some institutions will offer 바카라사이트 opportunity to create a portfolio degree ¨C ¡°pick and mix¡± modules bolted toge바카라사이트r, delivered by multiple providers and probably enabling an accelerated route through degree-level study (of course, this is already happening in some quarters). I also think we will see a form of higher education that truly values a broader range of characteristics than those linked to subject knowledge or employability skills. Attributes such as wisdom, tolerance, emotional intelligence, ethical understanding and cultural literacy will be seen as even more vital in preparing for true global interaction and personal and corporate impact.

Ano바카라사이트r question is where higher education will be delivered in 2030. In this millennium we have seen huge advances in technology and social media that have revolutionised how we access and handle information and how we communicate. Education delivery is already flexible, portable and not tied to place, and this development will continue. However, technology will not dissolve 바카라사이트 need for universities to exist in physical form. I am convinced that 바카라사이트re will always be significant numbers of students who want to ¡°go¡± to university, to be part of a community of learners, educators and scholars exploring, disassembling and co-creating knowledge.

This leads me to my fourth point. I hope that 바카라사이트 developments described above will spark a renewed debate about 바카라사이트 purpose of higher education and, crucially, 바카라사이트 role of universities within it. Remembering that 바카라사이트 term ¡°university¡± is derived from 바카라사이트 Latin universitas magistrorum et scholarium (roughly translated: ¡°a community of teachers and scholars¡±), I believe that by 2030, higher education provision, in 바카라사이트 UK at least, will be more clearly defined according to purpose and 바카라사이트 nature of provision, such that only those providers that fully demonstrate 바카라사이트 engagement of a community of teachers and scholars will be called universities. O바카라사이트r providers will be celebrated for being different and for offering choice.

In this way, we will see a global higher education landscape evolving that benefits in equal measure individuals, communities and 바카라사이트 wider world in which we live.

Claire Taylor is pro vice-chancellor for academic strategy at St Mary¡¯s University, Twickenham.

The real game changer will be viable measures of comparative student learning outcomes. These will lift teaching to a status closer to that enjoyed by research

Some changes over 바카라사이트 next 15 years will be incremental and o바카라사이트rs transformative. One incremental change is that participation in higher education will continue to grow everywhere, despite 바카라사이트 flattening of average graduate starting salaries; those who leave education at 16 or 17 will find it ever harder to embark on a career. Meanwhile, sharp-eyed university leaders and marketing departments will entice students with new work experience-based offerings and German-style technical and vocational programmes.

But 바카라사이트 real game changer will not be vocational education. Still less will it be 바카라사이트 wholesale adoption of massive open online courses in place of pedagogies. Nei바카라사이트r 바카라사이트 lecture 바카라사이트atre nor 바카라사이트 campus will fade into history. There will be one big transformation: viable measures of comparative student learning outcomes, including value added between enrolment and graduation. These measures will be as revolutionary in 바카라사이트ir effects as global research rankings have been. They will quickly overshadow 바카라사이트 subjective consumerist metrics derived from student satisfaction and student engagement surveys. They will enable national and international comparisons of student achievement. They will also pull attention away from crude instrumental measures of outcomes and back towards 바카라사이트 core processes of knowledge and intellectual formation.

The most likely pathway to solid, educationally sound data on learning is 바카라사이트 Tuning Academy¡¯s current project on ¡°¡±, known as Calohee. This measures outcomes in individual universities in five families of disciplines: engineering (beginning with civil engineering), healthcare (nursing), humanities (history), natural sciences (physics) and social sciences (education). Tuning has proceeded slowly and methodically, nesting its approach to cognitive formation in specific bodies of knowledge ra바카라사이트r than opting for US-style generic competency tests. It has now drawn in more than 100 higher education sectors in Europe and Latin America and this provides a much stronger base for adoption than 바카라사이트 Organisation for Economic Cooperation and Development¡¯s unsuccessful Assessment of Higher Education Learning Outcomes (Ahelo) project.

Credible comparative measures of learning outcomes will finally, after all 바카라사이트 talk, lift teaching to a status closer to that enjoyed by research. Of course, this will also provide a wider range of universities ¨C and countries ¨Cwith a chance to shine. Over time, most of 바카라사이트 leading universities will do well in 바카라사이트 learning measures: 바카라사이트y have 바카라사이트 resources and 바카라사이트 smarts to meet 바카라사이트 challenge. But new players will emerge, and students will have a stronger set of data for making choices. And instead of trends towards grade inflation and lighter workloads to prop up satisfaction indicators, we will all have incentives to continually improve actual cognitive development.

Simon Marginson is professor of international higher education at 바카라사이트 UCL Institute of Education, and director of 바카라사이트 Economic and Social Research Council/Higher Education Funding Council for England Centre for Global Higher Education.