Editorial: Educating minds for the knowledge economy

Abstract

Welcome to the second part of this double issue exploring ICT-driven change in higher education (HE). The prevailing theme of our papers, which were summarized in the editorial to volume 3.3, is accounts of transformational projects that leverage ICT to help HE offer affordable, high-quality mass education via elearning. Now, one might think that affordable, high-quality mass education should align well with the envisioned role of HE within industrialised nations that competitively chase growth via knowledge-based economies (Evaline 2004). Unfortunately, we argue, while e-learning can support mass education, it can also replicate existing HE systems that are over reliant upon teaching which aims to transmit knowledge (c.f. Adler 1996). This approach risks failing to equip graduates with the requisite skills to solve novel problems set by fast moving knowledge-based economies. Although approaches to redress this balance by incorporating research have long been available, for example action research (Lewin 1948;Dickens and Watkins 1999) and mode two (Gibbons et al 1995), so far their impact in mainstream undergraduate teaching has been rather marginal. Recently, however the family of 'enquiry-and research-based' approaches is starting to unify under the banner of enquiry-based learning (EBL), which is starting to gain traction in HE (Jenkins 2007). Here, we acknowledge that the e-learning community have already played a substantial role in the seeding of EBL. However, we suggest that, as part of a sector-wide transformation, e-learning now needs to generate radical innovations in process and technology (see Rossiter this special issue) and thereby develop capacities for affordable, high-quality mass EBL.

Accommodating the newfound strategic importance of educational technologists within higher education

“…First, in the globally competitive and commercialised HE sector of the twenty-first century (Smith and Oliver, 2000;Bok, 2003;Attwood and Gill, 2008) -shaped by the political forces we discuss belowthere has been a considerable acceleration of the trend for HE institutions to be tasked with increasing access and equity (Hale, 2006;Trow, 2006) while simultaneously reducing costs (Rumble, 1997;Katz, 1999;Seddon and Angus, 2000;Evaline, 2004;Herbst, 2007). Second, educational theorists and policy makers alike are promoting student-centred learning styles, including active, collaborative, enquiry-based, independent and work-based learning (Tickle, 2001;Browne and Shurville, 2007b;Shurville and Brown, 2009). In this section, we explore these drivers and then describe ICT/TEL-mediated flexible learning, which is a praxis combining pedagogies and technologies that enables HE to respond to them.…”

“…Universities can play a central role as dynamos of growth". The application of ICT within HE is seen as an engine for the dynamic creativity underlying these knowledge economies (Oakley, 1997;Laurillard, 2002;Clegg et al, 2003;OECD, 2005;Trow, 2000;McCredie, 2003;Pelgrum and Law, 2003;Marshall, 2006; United States Department of Education, 2006;Browne and Shurville, 2007b;. Considine et al (2001, p. 1) summarise this viewpoint from the Australian context, "in the global knowledge economy, a nation's economic capacity is grounded in education, in research and development, and in ICT".…”

From little things big things grow: scaling‐up assessment of experiential learning

“…We recognise that many institutions within the Australian Technology Network (ATN) and beyond have reached a stage where assessment practices for experiential learning, that were pioneered and proven by early adopters, now require institution‐wide socio‐technical support systems (see Browne and Shurville, 2007). These socio‐technical support systems are expensive.…”