Labor market data tell us that “hybrid” jobs, such as forensic technologist and digital storyteller, are rapidly on the rise. What does this mean for colleges and universities? If the new jobs that are emerging are increasingly hybrid, then the programs of study may need to become hybridized as well.
Expertise in a single domain won’t suffice. Colleges can prepare students to do the systems-oriented work needed for tomorrow’s jobs through three key elements: thematic study across disciplines, project-based learning, and experiential opportunities.
We need to reconsider that long-established, one-size-fits all model. We should reimagine a college education as a platform for lifelong learning, one that would provide students with multiple opportunities to develop soft skills as well as critical technical skills — not just between the ages of 18 and 22 but whenever necessary.
Stanford University has provided a model for how a college for life might work. In 2014, its design school developed a proposal for what it called an “open loop university,” which would admit students for six years of study that could be undertaken at any time.
Students today are behaving more like customers than ever before and rankings have risen towards the top of the list of differentiating factors for institutions, but do these rankings take into account the priorities of today’s students?
In this interview, Anthony Carnevale reflects on rankings and how a ranking system that focuses on earning potential is critical as part of the college selection process but should not be the only factor taken into account.
Laurence Brockliss, says Oxford, along with all other universities, faces an “uncomfortable future” unless it embraces online degrees. Brockliss says new technology has the potential to make universities “redundant” and that it is “only a matter of time” before virtual learning transforms higher education.
According to Brockliss, employers would determine the success or failure of this future. If they feel that the quality of online education is as good as the one residential universities are giving, then that kind of initiative would really take off.
The Online Learning Consortium (OLC) released an infographic depicting the state of online learning in higher education. The graphic presents the increase in online enrollment and the implications on access and affordability for low-income and non-traditional students. Furthermore, the infographic highlights a number of trends that are affecting this changing landscape.
In the coming months, a cadre of next generation degree programs will customize learning and offer newfound flexibility to students who can progress through courses at their own pace, and at a fraction of the cost. With a value proposition like this, students should be flocking. But they’re not.
To date, of the handful of CBE programs that have launched, few have enrolled more than 1,000 students. This harsh enrollment reality raises a fundamental question: are the hundreds of schools currently working hard on their own CBE programs barking up the wrong tree?
The methodology and criteria used to rank, rate or compare undergraduate institutions generally apply to only one segment of the student population—those traditional undergraduates between the ages of 18 and 22.
Unfortunately, when it comes to college rankings, there isn’t much incentive to be among the best colleges that serve adult students. College ratings and rankings systems must evolve to bring adult students from the shadows into the light.
Pearson would like to become education’s first major conglomerate, serving as the largest private provider of standardized tests, software, materials, and now the schools themselves. Pearson it’s pursuing this strategy through a venture called the Pearson Affordable Learning Fund. The company is creating a different kind of school—one that’s part of a for-profit chain and relatively low-cost at $2 a day.
In a new book, UCLA’s Alexander Astin argues that too many faculty members "have come to value merely being smart more than developing smartness." Mr. Astin believes that if colleges were instead to be judged on what they added to each student’s talents and capacities, then applicants at every level of academic preparation might be equally valued.
Bots can be used to empower educators and free up time for more personalized, individualized learning. Most of all, there is enormous opportunity to use bots to support learners in online or hybrid learning spaces.
Educational Innovation Weekly Reviewis curated by Tecnológico de Monterrey's Observatory of Educational Innovation. With the highlights of the week on innovation, technology and education. If you require more information about a specific note, please email us: firstname.lastname@example.org. TECNOLÓGICO DE MONTERREY, 2016.
Observatory of Educational Innovation
Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education.
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