List articles are very popular but as soon as you draw up a list you give the impression that it is comprehensive. Any time I have been tempted to make a list of ten golden rules for doing something I realise that there are probably lots of other rules equally or more valid than mine. It's probably best to treat most lists as a basis for discussion and take it from there. One such article that interested me recently is on EdSurge, 6 Key Trends to 21st Century Teaching. The background is very USA-oriented but the points show that development in this field is far from linear. Here's a summary with comments and questions to consider.
According to recent US statistics there is a clear rise in the number of university teachers using open educational resources, in particular open text books, in their courses. OER is especially used on introductory courses with 22% of teachers admitting to using them last year, a significant improvement over the past three years (only 8% for 2015-16). The advantages are not simply financial. Of course the students save a lot of money by using open textbooks but the main educational advantage is that the material can be easily updated and also reused and adapted by the teachers and students. A spin-off article on EdSurge, Does OER actually improve learning, concludes however that there is little or no evidence so far that using OER has any significant effects on students' actual learning. For students without internet access from home the use of OER can even be a handicap compared to a print book. However it is not the content that is so important when it comes to learning outcomes, it's what the teacher and students do with that content and how they build on it that really matters. The key must be to make the content as accessible as possible, in multiple formats if necessary, and then work collaboratively and creatively from there.
Flipped classrooms seem to be growing exponentially.
Evidently the volume of published articles on this subject is doubling every 16 months as more and more teachers discover the benefits of using valuable classroom time for active learning rather than content delivery. Old habits like lecturing die hard but all indications are that active classrooms are here to stay. However there is more to flipping the classroom than simply pre-recording your lectures. It's about finding the right mix between synchronous and asynchronous learning spaces and working out what activities fit best in which space.
More professors are looking to experts to help them teach. (Though some resist.).
This change concerns the rise of new professions at universities, in particular instructional designers and educational technologists. A major barrier to the adoption of educational technology has been the teachers' fear that not only do they need to be subject experts they also need to master a bewildering range of technologies. Course design and delivery today must be the result of teamwork where the teachers' subject mastery is complemented by expertise in digital platforms, tools and course design. Once it is clear that the burden of digitalisation is no longer solely on the teachers' shoulders and that support is available, then progress becomes visible.
Another aspect of this not mentioned in the article relates to the use of OER. The practice of using recorded lectures from other institutions is also increasing. In a flipped classroom there's no rule that you have to offer your own pre-recorded lectures. If someone else conveys the same message well and the recording has an open license then why waste time recording your own? This is an excellent way to bring expertise from different sources into your course. maybe even offer a playlist of short lectures from academics from different parts of the world to offer a more global perspective than you ever could on your own?
The classroom isn’t the only place to learn.
It never was really, but today we see more institutions acknowledging the fact by investing in flexible and stimulating learning spaces on campus where collaboration and creativity are in focus. Assessment is moving from the formal exam hall to real-life projects, work experience and simulations. Maybe it's soon time to scrap the term classroom and talk about different types of learning spaces, both physical and digital and how we use these different spaces to facilitate learning.
Colleges are still struggling to find the best fit for online education.
This point seems to conflict with many of the others here but is still valid. Online education is still in its infancy compared to the traditional model and we have only started examining its potential. The problem is that many institutions still view online education as a threat rather than a complement and full mainstream acceptance is still elusive. The power of tradition is extremely strong and there is widespread reluctance to accept new forms as equally valid. Despite the growth of MOOCs, OER, flipped classroom etc there is still a long way to go.
What does it mean to teach an age of information overload and polarization?
In a world where conspiracy theories, spam and fake news are abundant and some sections of society (including governments) openly reject scientific research, the teacher's responsibility weighs more heavily than ever before. But it is not simply about teaching media literacy and fact-checking. That can help of course but curiously if we teach students to question and challenge everything, that tactic might backfire and lead them to believe sources that really do question scientific findings (climate change deniers etc). This is one of the themes of an extremely thought-provoking keynote speech by Danah Boyd at last year's SXSW EDU event, What hath we wrought? That lecture is worth a whole conference of discussion and this post will not even attempt to summarise it. Just watch!
Many interesting threads here but no revolutions really. Educational is changing due to technology but not in a steady progression. Development is erratic and unpredictable. New ideas are constantly being tried and tested. Some are instant successes and are adopted, others fails and disappear from sight whilst some failures are reworked and reappear later in a new and more successful guise. The winds blow in different directions and thus change the landscape, slowly but surely