E Learning

Education with the use of Educational Technologies.

Incredible as it may seem, in basic, middle-higher and higher educational institutions and in companies we are still under a traditional education approach where students are expected to fully memorize what they are taught. The teacher or facilitator is the one who defines the learning path and sets the pace, and the students receive the content unilaterally.

Do your teachers or trainers continue to impart or receive knowledge in this way?

It is possible, since this learning model has been systematized from the pedagogical ideas of Juan Amós Comenio, in his Magna Didactics of 1,622 (EcuRED, 2014).

However, this is not the way students expect to learn in 2021. Today we have new scenarios and approaches to teaching, learning and assessment that take advantage of web 4.0 and cloud tools.

Is the traditional education responding to the demands of new profiles and educational and professional roles?

Are teaching and professional updating options being offered that allow acquiring the skills demanded by digital transformation?

How does traditional education respond to these demands?

Faced with these questions, it is worth reflecting on why continue to use the same model, if students currently have other expectations. Traditional education must respond to the new demands of today’s students.

Next, we will analyze the main expectations of the students regarding the way of learning and some options for a more adequate access to educational content and training under updated approaches.

What do current students demand of traditional education?

Modern students are not satisfied with attending spaces where they are only receptive actors of content.

They prefer to be more active and interact through electronic devices with their classmates and teachers. They are curious, they consult validated, multimedia and hyperlinked information. They frequently consult additional content that allows them to expand or complement what is seen in class.

Specifically, current students who demand:

New educational approaches that take advantage of Educational Technology.

Problem or project-based learning, network-based learning, connectivism, flipped classroom (Flipped Classroom), simulation, gamification (Game Based Learning)among other.

Collaborative learning and social learning

In their daily lives, students actively participate in online communities, and they expect to be able to do so in the same way during their learning process.

With educational technology that facilitates continuous communication, collaborative learning and social learning allow students to develop valuable skills, combine skills to investigate and creatively use knowledge.

Learning becomes an experience enriched by communication, facilitating links and creating educational networks.

Learning experiences without limitations of time or space.

UNESCO establishes among the strategic approaches on Educational Technology, the importance that “technologies facilitate the ubiquity of educational experiences through platforms available and accessible from different devices, places and times”.

Education restricted to physical spaces is a disadvantage for current opportunities for mobility, telepresence and ubiquitous learning. Online learning, educational institutions and learning located in work environments are more convenient and attractive options for students in the current context.

Adapting and personalizing learning – learners want to take more control of learning and be more self-directed.

For a long time, our educational system has been a one-size-fits-all model: the same content for all students, at the same time and at the same pace. It is time for the traditional model to transform.

Just as we watch the shows we love on Netflix and the music we love most on Spotify, modern learners expect to be able to do the same with learning content. They want to be in the driver’s seat, actively integrating their needs, strengths, and interests and creating their own learning path.

Visual resources, selected, updated, synthesized content = Curation of content

Whether it is online education, blended learning or B-Learning, massive open access courses or specialized certifications, among other educational modalities measured by ICT, there is a fundamental aspect: the content.

The growth of content on the internet is astronomical, and students are bombarded with information in multiple formats every day.

Because of this, students are becoming more and more demanding about where they get their learning from. Amid the sea of ​​content, they want only high-quality information that is useful, relevant, and interesting.

Thus, the content curation it becomes a necessary tool to make sure that students have access to the right content at the right time.

Whether carried out by teachers or knowledge curators, content curation adds value by focusing on the selection, synthesis and dissemination of valuable information for the training process (Slattery, 1995), (Schleider, 2014), (Universia, 2017).

Main characteristics that traditional education and other models must consider:

Whether it is a face-to-face, virtual or mixed model, education is not limited to physical spaces. It must adapt and take advantage of digital transformation to respond to current demands with new models of digital and ubiquitous educational institutions.

When designing learning programs, we should consider the following key features:

  • Allow the student flexibility in the design of their learning.
  • Short, quality programs with quick accreditations.
  • Innovative study opportunities, focused on new professions.
  • Promote the development of new digital skills with the use of Educational Technology.

Certainly the traditional education faces many challenges today, students are more participatory and want to make decisions about their training process. Access to information is facilitated, the amount of available content grows exponentially. For this reason, the new educational modalities based on the web and content curation to access more select information are key aspects.

Geographic location and time do not represent barriers to communication, since ICTs offer many opportunities and answers to current educational and employment demands.

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