Tuesday, May 21, 2019
Home > Higher Education > Tech Disruption in Higher Education System

Tech Disruption in Higher Education System

The higher education system in Sri Lanka has grown in a notable way after independence, to become one of the best systems of its kind in the South Asia. However, we now live in an increasingly diverse, globalized, and complex, media-saturated society. Under-investment in digital libraries, information technology, laboratories, and digital classrooms makes it very difficult to provide top-quality instruction or engage in cutting-edge era. These issues are important for the country, as it is now engaged in the use of higher education as a powerful tool to build a knowledge-based information society of the 21st Century.
Higher Order Thinking and Graduate Attributes
TDF model is a tested novel approach for creating learning organizations, which is founded on three major pillars of human talent development process to produce tangible and effective outcomes in the field of higher education. TDF is based on Bloom’s Taxonomy of three learning domains created under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher order of thinking in education. TDF stands for key graduates attributes namely; Thinking, Doing and Finishing. This approach identifies drivers or enablers for learning, up-skilling strategies and interventions, roles and attributes to be developed by individuals who encounter the learning process and the final outcomes that is being performed (see figure-01). This may go beyond the need of knowledge and skills of people and considered as a holistic approach for creating learning organizations with the support of a small team of productive people in a tech-savvy environment. TDF model fills the real gap (mismatched) between the learning organizations and the industry.
Learning Interface (LI), Learning Experience (LE), Teaching and Life Coaching (TLC) and Learning Culture (LC) of an organization are the real enablers of bringing out the best in people to improve the capability of business processes that deliver sustainable outcomes. New disruptive technologies are an essential enabler to have breakthrough in developing these competencies and attributes in modern day graduates.
New Disruptive Technologies and Interfaces in Higher Education
It is vital to study thestudent’s experience of modern technologies in higher education system in the world. Providing better facilities and enhanced learner experience (LX) with the right leaner interfaces (LI) are key factors to create productive learning environment. Despite higher education ’s reputation for being slow to adapt, it is undeniable how disruptive certain technologies have been in recent years. The Internet of Things (IoT), augmented reality, and advancements in online learning have changed the way universities reach prospective students, engage with their current student body, and provide them the resources they need (Leigh M, Thomas Goldrick, 2017). The top 5 disruptive technologies that are emerging in the higher education system are summarized below.
a) Online / Blended Learning
Online or blended learning technology has done a significant job of changing how higher education institutions operate, educate, and innovate over the past few years. This will enableuniversities to reach students they were previously unable to provide better services to. Professionals who have issues in accessing higher education due to scheduling issues also can access study platforms through advances in online learning.
b) Competency- Based Education (CBE)
Competency-based education (CBE) recognizes that all students enter a program with different skills and proficiencies and that each moves at a different rate(Mark Leuba, 2015). Competency-based education (CBE) has stimulated strong interest among educators and education stakeholders due to its potential to meet students where they are in their education journey and provide a more personalized path to completion. With the advancement in CBE, learning can be more self-paced and individual focused, which makes it more efficient and effective.
c) The Internet of Things (IoT)
The Internet of Things is an ecosystem of connected physical objects that are accessible through the Internet without manual or human intervention. IoT has opened up a whole new world of possibilities in higher education. The increased connectivity between devices and “everyday things” means better data tracking and analytics, and improved communication between student, professor, and institution, often without ever saying a word (Mark Leuba, 2015).IoT is making it easier for students to learn when, how, and where they want, while providing professors support to create a more flexible and connected learning environment.
d) ArtificialIntelligence (AI)
Artificial Intelligence is the simulation of human intelligence processes by machines, especially computer systems. AI makes it possible for machines to learn from experience, adjust to new inputs and perform activities done by human beings.While artificial intelligence may not currently be taking higher education by storm, its potential for disruption is evident in its rise in mainstream popularity. Intelligent personal assistants like Siri (Apple) and Cortana (Microsoft) show how useful AI can be in day-to-day activities. In future, AI professor’s assistance in online learning platform will have a far reaching impact in teaching and learning management systems.
e) Virtual/Augmented Reality
Virtual and augmented reality technologies have begun to take higher education into the territory of what used to be considered as a science fiction. With access to augmented reality, students can immerse themselves in real-life learning situations that are either too dangerous or not possible to experience otherwise. For example, medical students are now able to perform complex procedures in virtual reality without putting themselves or their virtual patients at risk. History students can now take virtual tours of the ancient cities that they are studying.
Technology is being deployed not just for non-traditional students; indeed, many top institutions are experimenting with computer assisted or fully online teaching and are finding, based on immediate testing results and, importantly, long-term retention testing, that it can be superior to traditional

Leave a Reply

Your email address will not be published. Required fields are marked *