We’ve released a new report: Preparing for the Digital University: a review of the history and current state of distance, blended, and online learning (.pdf).
The report is an attempt to reposition the narrative of digital learning away from “look, my cool new technology does this” to something more like “here’s what we know from research and here’s what we can extrapolate”. Innovation is a bunnies and kittens type of concept – who could possibly oppose it? Sometimes new is not better, especially when it impacts the lives of people. Remember the failure of Udacity and San Jose State University project? Even passing familiarity with research in learning sciences could have anticipated the need for scaffolded social support. Instead, a large number of at-risk-students had yet another blow delivered to their confidence as learners, further entrenching negative views of their capability to success in university. This is bad innovation. It hurts people while it gains media accolades and draws VC funding. With our report, we are hoping to address exactly this type of failure by providing a research lens on how technology and learning are related in various contexts.
Five articles are included in the report and provide an overview of research literature, while a final article looks at future technology infrastructure :
- Distance education
- Blended learning
- Online learning
- MOOC research
- Future learning technology infrastructures
From the introduction:
It is our intent that these reports will serve to introduce academics, administrators, and students to the rich history of technology in education with a particular emphasis of the importance of the human factors: social interaction, well-designed learning experiences, participatory pedagogy, supportive teaching presence, and effective techniques for using technology to support learning.
The world is digitizing and higher education is not immune to this transition. The trend is well underway and seems to be accelerating as top universities create departments and senior leadership positions to explore processes of innovation within the academy. It is our somewhat axiomatic assessment that in order to understand how we should design and develop learning for the future, we need to first take a look at what we already know. Any scientific enterprise that runs forward on only new technology, ignoring the landscape of existing knowledge, will be sub-optimal and likely fail. To build a strong future of digital learning in the academy, we must first take stock of what we know and what has been well researched.