In many respects, the campus closures necessitated by COVID-19 have acted as beta testing for Education 4.0, moving us forwards to 4.1.9 Or to put it another way: “It’s time to embrace emerging technologies and lead the re-design of the centuries’ old model of education for the benefit of our students, lecturers and nation.” Jisc Preparing students for the automatic, permanently connected, and data driven environments that workplaces will become in increasing numbers, will require lifelong learning. Universities must incorporate a range of online and blended learning into all undergraduate studies for two reasons; firstly, this is the model of learning that will be most appropriate after graduation as re-skilling and upskilling to maintain professional relevance becomes essential. And secondly, if universities make this an engaging experience that challenges students to think critically, problem solve and collaborate in a community of belonging with real student to tutor and student to student relationships, then these students will be more likely to return to ‘their’ university to purchase additional learning. The Visual Learning Lab is perfectly placed to support the mix of online, hybrid and on campus learning that will almost certainly be consumed in small bite-sized pieces as and when required. With the rise of freelance and short-term contract working, more than ever we will need to adapt to project- based working and learning. In addition to subject specialisms, academic and professional careers will be boosted by developing time management, organisational and collaboration skills. Increasingly, the emphasis will not be on learning for today, but on being future-ready for the ever-changing world of work, and for companies that embrace the technologies that will disrupt; artificial intelligence, big data, internet of things, having a workforce prepared by Education 4.0 learning methodologies will be an absolute necessity. The Visual Learning Lab with its ability to support a mix of remote and in-class developments that will provide education and upskilling for either personal or professional reasons, will be a great asset to any forward-thinking university with a digital-first mindset. Rethinking Education With many universities facing up to financial difficulties, it’s not inconceivable that mergers will happen, or that non-degree and micro-credentials that meet workforce needs in specific industries will be a strategy to to help balance the books. Combining back-office functions [Estates, Finance, HR, etc.] will reduce costs and generate economies of scale for universities located in close proximity to each other. Such a process would take a great deal of planning and implementation, but has the potential to create a more sustainable institution that would serve more students. Not just undergraduates, but the many adult learners who post COVID-19 will need touch-points of Education 4.1.9’s life-long learning to up-skill and re-skill in a wide range of academic and vocational disciplines.
NEWSLETTER NEWSLETTER
In many respects, the campus closures necessitated by COVID-19 have acted as beta testing for Education 4.0, moving us forwards to 4.1.9 Or to put it another way: “It’s time to embrace emerging technologies and lead the re-design of the centuries’ old model of education for the benefit of our students, lecturers and nation.” Jisc Preparing students for the automatic, permanently connected, and data driven environments that workplaces will become in increasing numbers, will require lifelong learning. Universities must incorporate a range of online and blended learning into all undergraduate studies for two reasons; firstly, this is the model of learning that will be most appropriate after graduation as re-skilling and upskilling to maintain professional relevance becomes essential. And secondly, if universities make this an engaging experience that challenges students to think critically, problem solve and collaborate in a community of belonging with real student to tutor and student to student relationships, then these students will be more likely to return to ‘their’ university to purchase additional learning. The Visual Learning Lab is perfectly placed to support the mix of online, hybrid and on campus learning that will almost certainly be consumed in small bite-sized pieces as and when required. With the rise of freelance and short-term contract working, more than ever we will need to adapt to project-based working and learning. In addition to subject specialisms, academic and professional careers will be boosted by developing time management, organisational and collaboration skills. Increasingly, the emphasis will not be on learning for today, but on being future-ready for the ever-changing world of work, and for companies that embrace the technologies that will disrupt; artificial intelligence, big data, internet of things, having a workforce prepared by Education 4.0 learning methodologies will be an absolute necessity. The Visual Learning Lab with its ability to support a mix of remote and in-class developments that will provide education and upskilling for either personal or professional reasons, will be a great asset to any forward-thinking university with a digital-first mindset. Rethinking Education With many universities facing up to financial difficulties, it’s not inconceivable that mergers will happen, or that non-degree and micro-credentials that meet workforce needs in specific industries will be a strategy to to help balance the books. Combining back- office functions [Estates, Finance, HR, etc.] will reduce costs and generate economies of scale for universities located in close proximity to each other. Such a process would take a great deal of planning and implementation, but has the potential to create a more sustainable institution that would serve more students. Not just undergraduates, but the many adult learners who post COVID-19 will need touch-points of Education 4.1.9’s life-long learning to up-skill and re-skill in a wide range of academic and vocational disciplines.
NEWSLETTER NEWSLETTER
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