8 Characteristics Of Education 3.0. Something “point-oh” has entered the modern vernacular as a response to our digital world. Unlike physical “stuff,” digital stuff is more fluid–constantly iterating and evolving at often breakneck speed. It’d be difficult to suggest that public education is doing much of anything at breakneck speed, but the idea behind this presentation is to clarify how it has changed, and where it could be headed. Just as web 1.0 turned to 2.0, there are new generations of education as well. In a separate post, we’ll take a quick look at the full presentation by John Morevec that this came from that explored the idea of invisible learning, but I thought this image deserved a closer look on its own. This chart is broken up into three categories–Education 1.0 (the old way), 2.0 (the current way), and 3.0 (the future way). Whereas Education 1.0 was closed and industrial, 3.0 is open and ubiquitous. It is admittedly a mix of roadmap and dreamworks, but isn’t everything?
8 Characteristics Of Education 3.0 1. Paradigm Shift - Defined. ShiftHappens Educational 2010. A Paradigm Shift from Instruction to Learning. ERIC Identifier: ED414961 Publication Date: 1997-11-00 Author: Schuyler, Gwyer Source: ERIC Clearinghouse for Community Colleges Los Angeles CA. In the hearts of dedicated education professionals is the belief that the primary goal of education is student achievement.
However obvious this may seem, some believe that the goal of student learning has become incongruent with the current way higher education institutions function. A new paradigm of learning has been proposed and discussed largely among community college professionals. While there are vocal supporters of the concept of the "learning paradigm," some critics question whether it is actually a paradigm at all. Perhaps the recommended changes could instead be simply described as reforms of the current system that lead to a greater institutional focus on student learning outcomes.
The learning paradigm is more than incremental changes in an institution's organizational procedure or priorities. Barr, R. Barr, R. Boggs, G. CDTL's Ideas of Teaching: Paradigm Shift. The knowledge-based society with its rapid technological developments and information explosion impels changes in the purpose and nature of education, particularly higher education. The old pedagogical framework of de-contextualised instructionism and fixed curriculum is clearly inappropriate.
With information having increasingly short shelf life, education must empower learners to learn for themselves, and to continue to do so continuously. Our graduates must be learning-enabled and life-long-capable. Learning-Enabled More important than learning a finite body of knowledge is learning how to learn so that continued, self-directed knowledge acquisition and construction can be negotiated. Life-Long-Capable The traditional, inflexible ‘life phase approach’ with its compartmentalising of learning and working life will no longer serve.
The Learning Paradigm Further Reading Barr, Robert & Tagg, John. Boyer, E.L. (1990). Rogers, Carl. (1969).