Abstract
As we look towards the future of learning we grapple to prepare, we need to know what is next in order to adapt pedagogical styles, available technology, perspectives of our students and peers, so to hit the ground running.
As we look towards the future of learning we grapple to prepare, we need to know what is next in order to adapt pedagogical styles, available technology, perspectives of our students and peers, so to hit the ground running.
Introduction
After the BBC Micro and thermal printers, the schools slowly acquired Windows computers; this enabled the start of a class-wide then school-wide learning platform. By ‘learning platform’ I mean an integrated collection of resources and services for teachers and students to facilitate education, on a local intranet or the world wide web network. With more advanced computers resources, like text files, images and exercises could be centralised, used by students and managed by teachers. This simple model of shared drives filled with digital versions of what we would have in paper form is still used across the board; this has evolved to have more media types, wider audience and more user-friendly dashboards for access. This paper will cover the evolution and future horizons of learning platforms, their forms, capabilities and complimentary pedagogies.
Learning Platform: an integrated collection of resources and services for teachers and students to facilitate education, on a local intranet or the world wide web network.
The Tech
The technological limitations and advancements have governed the development of digital learning platforms, whether it be bandwidth, hardware or code sophistication. Trying to stick to digital learning platforms available to the majority of public UK academic institutes over the past 20 years, seemed to be large enough scope to see an arcing development in the area.
20 years
Language Labs as a digital learning platform (LP) empowered learning to be tailored for the individuals even in the early versions. Students in the same class were able to work at their own pace, independent oral exercises, practice and reattempt exercises with instant feedback. These packages had text, video, audio, interactive worksheets and recording facilities all on one platform. This multi-media learning only grew and spread from here.
In 2002 Moodle (modular object-oriented dynamic learning environment) was released and is now the most widely used virtual learning environments (VLEs) in the UK, and is used across the globe. Setting and keeping up with an expected standard for learning platforms Moodle is a great example of how the capabilities expanded. Teachers had ownership and control of the content shared on VLEs reducing the cost, increasing the maintenance and creating a tailored unique LP.
Currently
The afore mentioned Moodle has taken a turn in 2013 to focus on mobile compatibility, allowing resources to be accessed from phones and tablets, removing the restriction of a desk, timetable or location to access course content. As a platform, it has been a repository and authoring tool for learning resources, allowing for uploads of assignments and deadline management while providing gradebooks and trackers for progress monitoring. Moodle activities are adapting to the shift towards collaboration with communication activities like Chat and Forums, student-made resources with Wiki, Glossary and Book activities, while enabling peer assessment via Workshop.
Google Classroom is rising in popularity supplying an alternative to paying for Microsoft Office licences with their cloud based Google Office apps. Work done via google Classroom on their apps are capable of connectivity and communication that no VLE has given before; empowering staff to be able to monitor students work in real-time, giving feedback remotely in live comments. The new capabilities are not just great for distance learning but gives students a sense of 1-1 mentoring without the teacher looming nearby. Activity and progress analytics are effortlessly recorded so teachers can quickly respond to students when performance dips. Many other smart features such as class wide notifications, class resource management, lesson sharing, assignment uploads and group work repositories.
Gamification interactive game-styled education packages are on the rise, along with progression and experience tracking with rewards like badges or achievements. There has been critique of gamification suggesting a sacrifice of content and an overload of distracting stimulus, however there has been books and guides to help balance the two. Gamification done well can increase engagement and motivation to learning platforms and their resources. Platforms such as code-academy and Duolingo hit the the balance well, badges, goals, reminders, progress tracking, mini-games, gamified language like ‘adventure’, and use of agents. With virtual field trips like expeditions and the rise of mobile-first development gamification will increase in utilization and develop a refined formula.
Project and portfolio based work has been on the HE and FE scene for a while however it’s becoming increasingly popular leading to students having their own creations uploaded into online portfolios, gathering evidence of their work. This has increased the elements in platforms for cloud storage and more creatively challenging activities or assignments. Platforms, especially gamified ones and MOOCs (Massive Open Online Courses) have reacted by creating public profiles of progress or enabling sharing of
Learning analytics feeding teacher decisions is not isolated to Google Classroom and gamified platforms, across the board it’s becoming a standard requirement. This doesn’t just help the teachers pick up on performance problems, but also praise and plan ahead. Parents, children and staff can use these for justification and motivation; for the student this builds highly valuable transferable skills of planning and reflection.
Emerging
Learning management systems, cloud-based with embedded content creation and heightened communication features. Breaching into a new era, the introduction of the shared drive broke us from moving physical resources; this expansion not only removes the restriction to a computer with media suite content creation programs on it, but it also removes the need for the blended classroom. A blended approach means the the LMS is complimentary to the classroom, however the 1-1 tuition communication, screen-sharing, unlimited access to peers and tutors, the benefits of the classroom are being pulled into the learning platform, truly creating a Virtual Learning Environment true to its name.
The changes in affordability of tech rushed smartboards, tablets, VR/AR (virtual/augmented reality) facilitators and mobiles into classrooms. Education resource providers are now setting mobile-first development as a priority and budgets are adjusted for R&D to make virtual experience for devices over PCs. Mobile compatibility and an increase of personal tech has lead to bring your own device (BYOD) sessions being common accepted practice, helping blur the lines between classroom and home; shaping the next generation to be stronger autonomous lifelong learners, by ingraining habits of learning from apps for homework but also in the times of waiting.
Personalised ‘playlists’ of material that is tweaked via information gathered from tracking analytics. These playlists can be full packages augmented or collections of micro / bitesized lessons (3-5 mins) promoting small and frequent engagement. The playlists adjust, if a student is struggling on a topic, some scaffolding to the activities will be added and some supplementary material will be suggested to help build understanding; if a student is excelling in an area then more challenging advanced material will be added to stimulate and promote their work. The personalised tailoring of supplied material targets a key concern in the Ofsted, the ability to assisting the progress of struggling students and narrowing the skill and knowledge gaps between students that is usually due to different educational backgrounds.
3D printing is becoming more affordable and creeping into the campuses, being utilised by computer science and engineering courses initially but now spreading into business, art and design. Staff are able to create tailored props to demonstrate in class and students are learning to prototype and create using something that has been widely used in industry for years. Platforms aren’t at a stage that they can host modelling software however they can share their designs and creations in repositories or online portfolios. We have been able to share books across platforms for a long time, but we’re moving towards being able to share tools, dioramas, models and collaborate
Basic AR/VR (Augmented/Virtual Reality) is used and creation is taught in media or computing courses. Using cheap equipment like Google Cardboard, this enables going on Google Exhibition virtual field trips or looking at immersive 360 documentaries on YouTube. Many of the AR/VR kits come with their own platform for access to different app access, file access and soon communication integration.
Yet to come
Cloud platforms are on the rise but they will be the standard, now with almost every student being able to BYOD (Bring your own device) the platforms and their resources will be highly cross platform compatible and be entirely online. As more resources and collaborative tools are digitised and accepted the classroom will be bare, except for 3D printers and QR (Quick Response) codes. The shift to cloud platforms will cause an online campus without borders, improving access for overseas and disabled, students and staff.
VR AR will blossom and become cheaper and easier to use; this could be the future of distance learning. Online classrooms, immersive access to everything you’d have in the classroom, peers and teachers as avatars, e-books and 360 demonstrations. Giving focus and unavoidable attention as it’s streamed straight into your eyes. This could save institutes insane amounts of money if viable. Considering the high level of interaction and tracking available with Google Classroom, if it joins with a VR interface for face-to-face tuition and class discussion etc then we could have a new future in distance learning.
Robotic or virtual learning buddies will be on the rise to help collect more data as a digital confidant while providing advice derived from data. Personalised assistance giving feedback on oral skills for languages and presentation skills. Giving advice without judgement or pressure, improving student’s communication skills as they articulate problems and information. Students will learn alongside these avatars, they will be facilitators of learning, not teachers or reciters of information, however they will adapt to promote educational growth. Parents, students and educators will be able to monitor progress and pain points with these tools.
Courses can become gamified digital worlds to explore, enabling demonstration of concepts impossible for the current-day classroom. Immersive story-telling experiences will teach students in a more natural way, in the form of active learning. Students being able to collaborate and problem solve in a virtual world can put themselves in the shoes of: explorers identifying plants and animals, surgeons performing surgery, generals devising plans in a war room, the list goes on. This multisensory learning will stimulate and motivate learners in ways imagination and a textbook can’t, as it will be a shared experience. A virtual world could be the platform, every resource, every lesson, every teacher uploaded and waiting, while all activity, evidence of work and understanding and communication can be logged, tracked and monitored.
Enhanced tracking to improve dynamically tailored experiences designed from live data analytics resulting via automated interactions. Simplified will be lots of sensors monitoring your brain, body, habits, activities and results to make a learning platform suited just for you. Resources will be at your reading level, for the topics you need to learn, in bitesized chunks stacked into playlists and scheduled to when you receive that information best. Your performance will improve as content is filtered and streamlined to your platform and adjusted effortlessly to predict your needs. Enough data from enough sensors and students will inform algorithms to create precise predictions and plans.
Pedagogy and Students
Instructionism and 80s kids
Still carbon copies, military, batch processing, factory of Consumers and Workers. Textbooks, standardised testing, set lesson plans with defined objectives; computers were available with learning suites, text processors and basic connectivity. The sentiments of Ken Robinson Is being echoed by companies. – Ericsson
Constructionism and 90s kids
This generation witnessed the blossoming of online learning platforms from a collection on a floppy disk all the way to cloud platforms of many forms accessible from a huge range of devices. This has given them the experience of developing from the simple systems to the complex from primary school to university, into life-long learning. Increase in portfolio assessments and seeing the boom in online and modular formats to lessons and courses, increasing flexibility.
Connectivism and the Millennials
The upcoming generation has always used tech and now they must be fluent in it, utilising it and apps make and use peer made content and suggestions. Forums and social media are key sources of advice and information. Thankfully with this they are also being taught to critically analyse what they read and be able to verify the sources.
Communication skills in a ubiquitous tech world
Entrepreneurism and Generation Z
The new bend that non-mainline schools/colleges/universities are taking towards portfolio work, less tests, more study of communication and interaction working with students towards personal goals and achievements. Putting aside knowledge based rubrics, not worrying about a curriculum; more concerned that the student comes out well rounded, curious and proactive, equipped with a huge chunk of portfolio work and demonstrable skills. This is great as the work sector has already become known for taking people regardless of the topic of their qualification, and valuing their interpersonal skills.
The curriculum will shift from regurgitation of knowledge towards thinking skills, creativity, problem-solving and practical application due to automation, self-service and robotics in the picking up any basic repetitive tasks or basic calculated decision making that can be handled by machine learning algorithms. Thus the future will be selling your skillsets, not your knowledge making the learning platform be a hub of evidence with analytics and skill level evidence via portfolios of projects. A future version of radar charts will quantify your skillset showing your levels across different, each value backed up with projects completed and invented by the student, promoting evidence based development and transferable skills.
Generation Z is full of multipotentialities, proactive multi-skilled curious people who are eager to explore and ready for shifts and changes. Considering the rapid progress of automation and robotics they will need to keep on their toes, being adaptable and innovate in the workplace, but also in education, as the classroom encourages more interaction with industry and creative entrepreneurship in their projects. As more tuition and communication shifts online, more integration can occur with companies; in the future there will be a higher rate of company set projects, currently popular in professional development modules and one off events like hackathons.
With VR and hologrammatic projectors guest lectures from industry and school trips to collaborate with businesses, students will be networking frequently, building up a connections throughout their education. Virtual tuition and apprenticeships will lower the age that people are getting accepted to do skilled work for companies and earn good wages; already America has programs like Virtual Student Foreign Service (VSFS) and young adults are using sites like fiverr and peopleperhour.com.
Learning platforms will be required to collate services and plugins for getting accessed to appropriate, suitable for their skillset that fulfils learning objectives on courses. Capturing the progress and work that a student makes across different roles and projects will be essential, giving a groundwork of experience to their CV. Using algorithms to filter and measure the value of project-work will automate the coursework allocation and tutors can focus on guiding and advising them.
Preparation, Growth and Adaptation
The future is full of ubiquitous, portable, affordable high tech that will need to have a highly compatible cloud based learning platform to facilitate collaboration, authoring, portfolio hosting and lots of clever analytics and tracking; where do we start? Well we have already started, moving resources, VLE’s and lessons online; this decentralisation will mean only the format of the content will be a concern however new tech will couple with conversion options or compatibility. The use of the new tools and activities hosted by the learning platforms something staff will have to keep up to date with. Generation Z are highly digitally literate and adapt fast to emerging tech, many staff are lacking the training, time and confidence to utilise the new tools.
Step 1: Convert to the digital versions of current resources.
Step 2: Accept the tech in to the classroom.
Student to staff teaching and learning symbiotically and in parallel will have to be acceptable, students have to be willing and empowered to teach and staff have to integrate exploration of new tools into the lesson plans. This interaction should be recorded or reviewed and shared with the community. Peer to peer learning will gather the resources and aid in paired-problem solving; this will ease the strain on 1-1 tuition on the staff and have them focus on those in need. Peer work has always been a huge concern with risk of cheating or reduction in productivity, however with increased artificial intelligence (AI) monitoring, tracking and analytics, the digital footprint of the work will show how much work was contributed and by whom.
Step 3: Invest in a VLE that gives you all the activity analytics in a non-techy readable format.
Step 4: Put tracking in place and let the students collaborate.
Students being more digitally equipped and doing love projects then encouraging them to make the resources their classrooms and others need will lower cost and increase the amount of tailored resources. Having these projects being constantly available for improvement and digital platforms logging all the different versions and variations can lead to refining continuously. As resources start to focus on the creativity and interactivity of classwork authoring tools and asset catalogues will come embedded; institutes need to pay for these upgrades and staff need to work with students, guiding their hand, setting tasks and creating the project requirements.
Step 5: Step away from the podium and learn with your students.
Step 6: Invest in authoring tools and plugins that link to your VLE’s activity tracker.
Step 7: Commission student made resources that will not be wiped down annually, but will grow and be shared and utilised.
The digital platforms will be a hub of all learning resources, analytics and gradebooks, with it being on the cloud and highly compatible students can access it at any time from any tech. The lines between learning, work, social and vocational will blur, students will want their personal endeavours to could towards getting marks for their soft skills. Increase in connections and resources from industry will bleed into personal endeavours and interests forming professional relationships. As the platform, tuition and resources move to the borderless cloud, so will learning, no restriction on language, location or time. There is already translation embedded into some browsers, apps and VLE’s. Distance learning is on the rise and becoming normal, which facilitates letting the student work when it works for them.
Step 8: Prepare for deadline and timeboxing to reduce, as performance and achievement overtake attendance and score sheets.
AI and machine learning has already begun to mark tests and essays to a reasonable degree, and plagiarism detection has been inbuilt to VLE plugins for many years now. AI will mark the assignments, grade student performance and generated predictive optimised learning plans. Staff will be the second marker focusing on content not grammar and spelling, nurturing the student in their activities, having more proactive one to one time with students and having sight of the whole academic picture for each of them.
Step 9: have confidence in well trained AI
Step 10: get ready to have a digital platform that frees you up to really connect with your students.
Summary
The world of digital platforms has come a long way, its currently changing and it will become a global platform for a learning community, if academia allows it to.
The past has come a long way in a short amount of time, producing students who have adapted to digital tools confidently, with some leaps forward that gave a broad range of exposure. As it approached the present a full catalogue of digital versions of analogue classroom tools became available; interactive e-book libraries, virtual reality, video instruction, automatic marking, multi-platform interfaces, BYOD and flipped classrooms with an increase in tracking and data analytics. The emerging and future dial this all up, full automation of marking, robotic assistants, tailored learning experiences from AI analytics and full educational virtual worlds. The curriculum can shift to collaborative work with detailed tracking and live projects can promote creativity and professionalism.
Preparation of placing software, regulations and guidance is required to keep the students safe, to capture their work and to cultivate healthy relationships. It’s exciting and it will redefine education and assessment, putting students in the driving seat with teachers guiding the wheel; this change in outlook will have to be adopted slowly for staff and student to feel comfortable and to carve out new boundaries and expectations. Developers and designers of learning platforms will continue to be more compatible with new hardware and resources, whether it be part of their backlog or integration of community made plug-ins. Training, documentation and digital instruction modules have to be available for student and staff to study in order to harness these developments with confidence. It’s an impressive past, exciting present and interesting future of education and digital platforms.
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About this
Title: MOOCs and Open Education: Implications for Higher Education
Author: Kate Nicolson
Date: August 2017
Kate Nicolson 