A New Architecture for Learning

Autor/inn/en	Abel, Rob; Brown, Malcolm; Suess, Jack
Titel	A New Architecture for Learning
Quelle	In: EDUCAUSE Review, 48 (2013) 5, S.88-90 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-6619
Schlagwörter	Higher Education; Educational Change; Computer Uses in Education; Electronic Learning; Educational Innovation; Information Technology; Technology Integration + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Computernutzung; Instructional innovation; Bildungsinnovation; Informationstechnologie
Abstract	Higher education, is entering a period in which it is the "connections" between everything and everyone that are of importance. This development is most conspicuous in teaching and learning and is enabled by information technology, social media, and mobile devices. This advent of "connected learning" is having an impact on all colleges and universities, faculty, and students. However, the authors describe an arena where many campus IT organizations are viewed not as partners for but rather as barriers to academic innovation. In a similar vein, the challenges in relationships between institutions and suppliers in terms of the fears of getting "locked in" or charged exorbitant license fees have led to a variety of open-source and institutional-led product alternatives. In short, the new IT architecture needs to enable an instructional environment in which technology "gets out of the way" and becomes highly supportive of teachers' and students' needs. Specifically, this new open architecture for connected learning needs to support and enable unprecedented agility, flexibility, and personalization. "Agility", in the IT context, means a focus on quick deployment and integration, "Flexibility," means building a catalog of services, or "educational apps," so that instructors can mix and match tools from a wide array of sources (i.e., traditional vendors, instructors, institutions, open sources) to best support their pedagogical goals, and "Personalization" means allowing faculty (and potentially students) to easily combine diverse sets of tools. If higher education is to support students and faculty as connected learners and instructors, they must rethink their approach to academic technology architecture. At the foundation and core of that architecture is information technology, in its role as the strategic enabler of connected learning. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10