The results show that while 72 per cent of respondents used course- management systems such as Blackboard, many did not use any other technology in their academic lives.
What percentage of students will use Blackboard to support their lifelong learning once they’ve graduated?
What must change, however, is the means by which we educate the digital natives who are and will be sitting in our classrooms — employing calendars, locations, pedagogies, and learning materials consistent with ways our students learn most effectively. It means that the curriculum must meet our students where they are, not where we hope they might be or where we are. All education is essentially remedial, teaching students what they do not know. This, for example, is a generation that is stronger in gathering than hunting skills. So let the curriculum begin with breadth and move to depth. Cheating and plagiarism violate the cardinal values of the academy, so let’s make it crystal clear to our students how and why they differ from sharing and collaboration.
It doesn’t make sense anymore to tie education to a common process; a uniform amount of seat time exposed to teaching and a fixed clock is outdated. We all learn at different rates. Each of us even learns different subject matters at different rates. As a consequence, higher education must in the years ahead move away from its emphasis on teaching to learning, from its focus on common processes to common outcomes. With this shift will come the possibility of offering students a variety of ways to achieve those outcomes rooted in the ways they learn best, an approach Alverno College in Milwaukee embraced four decades ago.
» via Inside Higher Ed
The New Media Consortium has published its 2010 “Horizon Report” on technologies and trends likely to impact college-level teaching and learning within the next few years.
The authors note as key trends:
An overview is provided in the slides below. The full report is available here as a free PDF download.
