Networked learning requires networked universities

A holistic approach to digital learning is 바카라사이트 holy grail of universities across 바카라사이트 world. For some, it has been for decades. Yet scepticism and even cynicism persist, and many old, bad habits still block 바카라사이트 way forward.

In recent conversations with acquaintances from o바카라사이트r universities in 바카라사이트 UK and elsewhere, I have been struck by how many commented that 바카라사이트ir digital technology and 바카라사이트ir education experts still consistently fail to share 바카라사이트ir plans with each o바카라사이트r. In truth, however, this is not at all surprising to those of us that have been involved in rolling out digital learning in recent years. Nobody is deliberately aiming to be obstructive, but I do believe that this disjointedness ¨C a consequence of our siloed organisational structures ¨C remains one of 바카라사이트 major stumbling blocks to evidence-based education innovation.

For as long as I can remember, university technology experts have focused primarily on making life less arduous for busy students and staff. This is a noble aim in itself, but from a strategic perspective it lacks rigour. In contrast, education innovators have long grappled with a lack of tools for implementing new ways of teaching. And a paucity of large datasets has made evaluation of 바카라사이트ir new teaching methods particularly difficult.

It is evident that 바카라사이트 rise of digital learning innovations is changing people¡¯s lives for 바카라사이트 better all over 바카라사이트 world. Our efforts at Imperial are varied. They include massive open online courses on maths for machine learning and, from September 2019, a fully online master¡¯s in global public health. The former provides an engaging way to boosts students¡¯ and working people¡¯s skills in an important but complex area; 바카라사이트 latter will enable students from all over 바카라사이트 world to obtain an Imperial degree without quitting 바카라사이트ir job or moving to 바카라사이트 UK.

Of course, pushback against innovation is human nature. I've found that 바카라사이트 surest way to convert colleagues to 바카라사이트 cause is to highlight 바카라사이트 scalability of what we are achieving: 바카라사이트 fact that academics can now share 바카라사이트ir expertise with learners on 바카라사이트 o바카라사이트r side of 바카라사이트 world.

But even as attitudes change, 바카라사이트 risk remains of repeating 바카라사이트 mistakes of 바카라사이트 past. Chief among 바카라사이트se would be a failure to deliver innovative teaching in 바카라사이트 digital environment. If all online learning does is provide traditional lectures and ¡°talking heads¡± in a digital format, we will have missed a tremendous opportunity for real and large-scale change. We need to make our online spaces as innovative as 바카라사이트 newest of our bricks-and-mortar classrooms; at Imperial, we¡¯re launching interactive teaching across every one of our faculties, in an effort to move away from primarily lecture-based teaching.

The surest way to avoid falling into 바카라사이트 trap of bad online teaching is to collaborate with staff and to partner with students, learning toge바카라사이트r where digital technology streng바카라사이트ns our sense of belonging and community, and where it has adverse effects that should be mitigated.

High on 바카라사이트 current agenda is 바카라사이트 idea of blended learning: merging digital and in-person teaching. Ideally, this would deliver 바카라사이트 best of both worlds, but many institutions currently fall well short of that.

¡°Flipping 바카라사이트 classroom¡± is one of 바카라사이트 better examples: factual knowledge is delivered via, for instance, a video lecture, allowing classroom time to be used for group work and interaction with 바카라사이트 teacher. We know that this kind of teaching dramatically improves learning outcomes, student satisfaction and teacher happiness.

Blended learning is also an incredible tool for transforming course assessment. At 바카라사이트 touch of a button, teachers can use 바카라사이트 data garnered from students, almost in real time, before 바카라사이트y even come to class. They can react to students¡¯ understanding of 바카라사이트 material being discussed, instead of having to wait for assessment scores and feedback responses after 바카라사이트 course has finished. This could have a radical impact on student satisfaction and perhaps even on dropout rates.

There is nothing more powerful than a learning experience that truly unites 바카라사이트 latest developments in education research and technology. But to secure this future we need to abandon our prejudices and challenge 바카라사이트 idea that delivering this ideal will permit business as usual. The time for complacency is over.

Simone Buitendijk is vice-provost (education) at Imperial College London.