BI2020
The BI2020-project and the resulting report is the background for the systematic innovation in teaching and learning support at BI.
The project begun in 2012 and the report was presented for the BI board in January 2013. The report contains three scenarios for how we see higher education in 2020, based on 8 questions. The report also contains an action plan, where several activities are already launched. Amongst others the pilot program is a direct result of the BI2020 work, and also blended learning, flipped classroom and experiments with student activity online.
Three scenarios of the future: How do we learn?
The aim of the three scenarios of the future: Branded learning, Connect and share and Just in time skills is to create a backdrop for decisions that need to be made, and contribute to fruitful reflections, innovation and engagement.
Hopefully, the scenarios of the future come close to the main changes in our sector - being relevant enough to be taken seriously, and challenging enough to stimulate new discussions and action. The goal is not to "guess correctly", but to help ut all think and act wisely. All the scenarios may be a part of our future. All of them already exist to some extent today. We hope the scenarios can be a part of "the big conversation" about our path forward.
Connect & Share
Connect & Share is a scenario that suggest that the global learning structure is flat, in terms of providing accessible web-based solutions that revoke the importance of physical presence.
Content is offered in modules, where low-end is free, and high-end is expensive. Knowledge is created and integrated in networks that are continually changing.
There is a strong competition to become the premier supplier of content in a market with myriads of niche-providers. This competition is independent of institutional affiliation, and the diversity of providers is important to the educational market. Teaching is carried out by professionals, either lecturers that are skilled at teaching, or by actors who perform “plays” that are produced by academics. Videos, virtual worlds, simulations, 3D solutions and games are tools for learning and have to some extent replaced the role of the traditional lecture.
Communication and collaboration in different online communities are important for learning. The winners are able to navigate and exploit the global digitalized community. Others will require assistance to navigate and structure paths to learning. Teachers become mentors and provide guidance and structure. As part of the market are communities called “hubs”, with local bases but global reach. The competitive advantage of these hubs is found in their ability to connect and share knowledge, networks and capital.
In this scenario the emphasis is held on how students produce knowledge. Learning is not measured by reproduction of text from a syllabus; rather the focus is on innovation, connecting knowledge in new ways, creativity and team work. In order to reach learning goals, the students are responsible for creating their own digital portfolio. Knowledge and competence are dynamic and are rapidly evolving. Students combine their education with work, travel and other interests. Learning is pursued by the principles need to know & want to know. This requires the learner to continually assess their own knowledge and be responsible for acquiring new knowledge. Degrees are acquired over time and students select different components from various providers. The way you share and contribute is crucial to your career path.
The exponential growth in information combined with fast changes in the job market, demands a more dynamic approach to education and learning. Some will be specialized and provide services to niche markets. Some will use new ways to provide accreditation such as gaming, augmented reality, simulations and badge systems. Others will experience that the demands for their services will slowly decline.
Branded Learning
Branded learning is a scenario where acknowledged institutions are recognized as safe providers of knowledge and competence, both in a short-term and long-term perspective.
The quality of education in Branded Learning is accredited through the work of affiliated scholars.
Access to the world’s best lecturers through online communities and networks increases the students’ expectations to their teachers’ competence and lectures. In order to make time spent on campus as effective as possible, technology supports the meeting between teacher and student online, on campus and between campuses. Technologies also ties students in exclusive networks. Students use lectures to socialize and learn, and the teacher spends more lecture time to guide and mentor students. The lead institutions manage to meet individual needs of students in term of content (learning goals and curriculum), form (learning process and accreditation) and speed of progression, - at campus as well as online.
Branded learning
Successful institutions are able to find the right mix of skilled researchers and teachers. International alliances are established and each collaborative institution is encouraged to focus and specialize in what it does best. The winners are those who are able to specialize in selected disciplines, and to work closely with other educational institutions and businesses in strategic alliances.
These networks are a vital resource for the students’ future careers. Institutions must therefore compete to attract students that are able to support the networks, and have an emphasis on developing an optimal arena – physically and virtually – to exchange ideas, knowledge and networks.
Just-in-time Skills
Just-in-time Skills is a scenario where learning is tightly intertwined with business and industry. To a greater extent, students must perform in a real life context by solving actual tasks.
The different educational institutions provide a collection of module based courses that can be combined to meet company-specific demands. The modules are available from a diverse collection of providers, and the traditional institutions for higher education will be challenged on relevance, speed of delivery, flexibility of progression and customization. Resourceful businesses are equipped with in-house technological learning tools that target the company’s demand for competencies. Different online suppliers will be important, but campus seminars and experiences will also in demand.
Competitive advantage will depend on each educational actor’s ability to translate theory into practices that students can apply. Basic education at a higher level will be in close collaboration with business. Employees will be trained by the industry itself. Degrees that are time-consuming will be more flexible in terms of progression and more relevant for the challenges that face the industry and business.
Traditional accreditations are less important, and new ways of accreditation have emerged. These are defined by the needs of business and industry. There is less focus on what you have learned, and more attention is paid to what you know, how you perform and your potential. The students are not just measured by their theoretical knowledge, but also in practical settings. Equally important are the students relational and managerial skills, their ability to create and sustain network relations, managing ethical dilemmas, and create results based on their knowledge. Lifelong learning is put into system and organized. The place of learning is the place of work, and work and learning are tightly intertwined.
Academics and experts affiliated with education combine research, consultancy work and teaching to deliver services that are beneficial to themselves, students and business.
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