Emerging Technologies for Learning

From Emerging Technologies for Learning

Introduction

It is not uncommon for theorists and thinkers to declare some variation of the theme "change is the only constant". Surprisingly, in an era where change is prominent, change itself has not been developed as a field of study. Why do systems change? Why do entire societies move from one governing philosophy to another? How does change occur within universities?

Change is rarely a linear process. Reflecting on major revolutions (French, American, and Industrial) a pattern of the characteristics of change emerges. Change is a process of reacting to pressures, catalysts, pushback, and negotiation (see Image 10).

1. Change pressures – change is ongoing. In most instances, organizations are able to adapt to change without systemic redesign. For example, universities have to date adapted practices to reflect changing external environments through use of learning management systems and in-classroom technologies (LCD projectors, PowerPoint).
2. Catalyst – periodically, change pressures are of such a substantial nature that a catalyst can set off a cascade effect of reforms, ultimately transforming an entire system. When external environments (political, economic, social, and technological) are fundamentally different from the design of organizations, accommodation is no longer possible. Systemic change is required. The political, industrial, and social revolutions of the 18th century in America and Europe are illustrations. Monarchical models of government were incapable of meeting the growing democratic calls of the French population. Colonial rule was fundamentally opposed to the desire of self-governance in America. Catalysts can occur rapidly (such as an event that mobilizes a population) or slowly over a period of many decades (such as the industrial revolution).
3. Resistance – a catalyst for change calls into question existing practices and organizational design. Those with power are reluctant to acquiesce. Resistance to new or transformative approaches can be expected. Resistance may involve attempts to control through legal, political, or financial means. The music and recording industries sought first to control innovation, and have only more recently reacted with fundamental change (Hulu embodies the spirit of experimentation in response of disruptive trends in the traditional field of television programming).
4. Counter pressures – many change initiatives are slowed, or even halted, due to resistance by those with existing power and control. However, when change pressures are of a significant level, resistance is at best a temporary setback (consider the re-establishment of the French monarchy for a short period in the 19th century). As organizations and individuals align practices and systemic design with the nature of external factors, transformative change is enacted.
5. Sustained change and innovation – sustained change and innovation is a by-product of periods of uncertainty, where systems react to, resist, and respond to change pressures. Broad scale changes - where societies and corporations morph into new entities - are rare. When they do occur, a period of uncertainty and even confusion ensues. Organizations built on existing value generation models (such as General Motors, newspapers) must conceive a new role and a new identity. For many, this change is difficult as existing mindsets prevent the recognition of a new value basis. Some organizations, like IBM in the 1990s, are able to create a compelling vision of the future as well as a strategy of response. Most, however, are bypassed due to their inability to respond to disruptive changes.

Current trends – globalization, economic turmoil, creative work and the networked design of organizations, are exerting pressure on organizations to rethink their approach to learning. The catalyst for systemic reorganization of learning and development may be found in the current constellation of change pressures. Resistance and counter pressures will be mounted, but reorganization – either by recreating our field or being subsumed by another - as a response to major trends seems likely.

Process of Education

Higher education offers three value points for learners (see Image 11):

1. Content
2. Interaction
3. Accreditation

Academic institutions often post education content online without charge (open educational resources). Interaction around educational content is occurring, with increasing frequency, in online forums, blogs, online conferences, and virtual worlds. Given the free and open nature of online learning opportunities, accreditation is, for now, the last competitive value point universities provide for learners.