Pulling the education system out of the past

How will online learning help to update our antiquated attitudes towards education?

Following directions vs. taking initiative. The very act of taking a class online is a major step forward in demonstrating an initiative to learn. A student who willingly takes a class that interests him/her is much more likely to succeed than one who feels he/she is doing so at someone else’s behest. The teacher-student relationship changes from a hierarchical one to a mutually beneficial partnership. Such an environment is far more conducive to taking responsibility for one’s own education.

Tolerance of discussion and questioning. With a varied market of services, educators, and classes, those who want to learn will be able to shop around and choose how they want to learn. Informed consumers who don’t wish to be handed a boilerplate no-questions-asked version of a subject – and we think most people who take the initiative to take a class are such consumers – will be able to select the type of instruction they want.

Allowing students, parents, and stakeholders to have a say in what should be taught. Because the student (and other involved stakeholders such as the parents) becomes the consumer, education providers have a serious incentive to offer the classes that are most relevant to the student’s needs. This simple market mechanism – the desire to benefit the consumer – is a serious deficit in public education.

Online technology is changing the conversation about how we ought to learn. We think this is great – every system requires occasional questioning and updating. Our education system needs it more than anything else.

Taking Initiative

Mark Twain once famously said the above words in reference to his experience in the American school system.

That was over a century ago. Would he still have said this in 2012?

The likely (and unfortunate) answer to that question is yes. The principles underlying the American education system have not changed significantly since Mark Twain’s time. We remain attached to a philosophy that:

• Values following directions over taking initiative
• Foists ideologically-laced information upon students without tolerating discussion or questioning
• Neglects young peoples’ natural desire to learn actively
• Prevents students, parents, and stakeholders from having a say in what should be taught

Granted, the United States is certainly not alone. That’s nothing to be proud of, though: along with most of the rest of the world, our students languish in a system whose basic attitude is stuck firmly in the 19th century.

Online technology holds the promise to be a catalyst for change in the thinking of the education community. Check us out on Friday for a discussion of how we can lead the charge in changing how we learn.

Breaking Barriers

As we outlined last Wednesday, there are several significant barriers preventing low-income people and other disadvantaged groups from accessing quality education. How can new technology address these deficiencies?

1.      Technological advancement will lower the input costs of education. The traditional teacher-classroom education model is no longer the only game in town. With intuitive and flexible online platforms, teachers and learners will be able to meet in a virtual environment, drastically cutting costs. Before, this transaction would have had to incorporate the cost of transportation, a brick-and-mortar location, and materials, but now it only has to address the cost of hiring a great educator. Both the student and the teacher benefit.

2.      Online platforms will allow a teacher to interact effectively with a greater number of students. Currently, a major limiting factor in the efficiency of education is class size. Thoughtfully designed online learning platforms can eliminate the constraints of the physical classroom while preserving (and even enhancing) the teacher-student relationship. This will further hack away at the major barrier to entry for many people – cost – while improving quality.

3.      Online education technology will also bridge the quality gap by increasing accessibility. The beauty of learning online is that teacher and student can interact from anywhere in the world at any time. People in areas that are remote or lacking in quality teachers will be able to connect with great educators around the world – educational demand and supply will be connected in a dramatically new and more efficient way.

The possibilities are truly exciting.

Please check back with us all next week for more about educational problems and solutions!

Socioeconomic barriers

On this blog, we’re always talking about problems in education that need solving. One of these is the socioeconomic gap in access, quality, and achievement. What specific issues should stakeholders in education be aware of in solving this problem? Here are some examples:

High cost

Sure, in most countries public education is funded by the taxpayer, so it’s ostensibly free. Unfortunately, this isn’t the whole picture. Even in the developed world, public education is often of low quality, requiring learners to supplement their instruction with expensive, resource-heavy private services. And outside of primary school education, the world is full of people who want to learn something but aren’t able to because of prohibitive costs.

Poor access/low quality

In low-income areas of developed countries, as well as those in the developing world, access to quality education is in short supply. Good teachers are few and far between, and other educational resources are even more scarce.

Lack of relevance

As we discussed in our commentary on curricular problems and in our last post, the things that are being taught in public schools are often irrelevant to the learners. For example, often people who require instruction in a trade will receive an abstract education that is of little use in advancing their career aspirations. There are no services broadly available to effectively and cheaply educate interested people in a subject they find relevant or necessary to their life or career advancement.

In our next installment, we’ll be talking about the ways in which online education technologies can help to address these issues.

Relevance in Education

At Rukuku, we’re always thinking about solutions that will give people options when it comes to education. One of the problems we are trying to solve is the problem of relevance: we want people to be learning things that are relevant to their personal interests and professional goals.

The United States is respected around the world for its venerable system of higher education. There is much to laud: there’s no doubt that we have some of the world’s best colleges and universities, greatest opportunities for research and innovation, and most talented people.

Unfortunately, American education is also severely deficient in one very important area: real-life career training. When it comes to technical or vocational programs, or even just learning a relevant skill at one’s own initiative, we do not have many quality options available. This is in stark contrast to other developed countries, such as Germany, where only a small fraction of people attend full-fledged universities, with most opting for narrower professional programs.

In a recent exchange of political slurs between our president and candidate Rick Santorum, the latter called Obama a “snob” for suggesting that everyone should go to college. It’s a shame Santorum’s many years of higher education didn’t teach him any tact, because he missed a perfect opportunity to make a serious statement on the matter. What he might have been trying to say, in his indelicate Santorumish way, is that there should be a lot of alternatives to the traditional four-year higher education model. That, actually, would have been a pretty sensible thing to say. If he had said it.

As important as higher education is to many people, there are many other people who do not need to attend universities and learn useless things that will not help them to become productive members of society. There was a time in America when it was possible to be make a great living doing a skilled trade without having to go through the motions of receiving a (completely useless for many) bachelor’s degree. Those days can return if we’re willing to accept the idea that college really isn’t for everyone, and that many of us would be better off learning real, useful skills instead.

This argument has some seriously positive economic implications, too. The United States, once the world’s most prolific producer, currently exports much less than it imports. A lot less. We don’t make anything anymore in this country – and I daresay part of the reason is that we’ve forgotten how.

Now, you can talk all you want about how our labor can’t compete with cheap labor from Asia, and how we’re destined to become a 100% service economy, and all that jazz. But guess what? The Germans clearly didn’t get that memo. Despite having one of the most expensive labor forces in the world, they continue to produce everything from washing machines to cars to electronics to medical equipment to Märzen. You can go ask their $18 billion trade surplus if you don’t believe me.

College is undoubtedly one of the most important ways to encourage an educated, productive population. But it should not be the only answer, and if you still think it is, perhaps you ought to get off your ivory tower!

What do you think, readers? Leave your angry comments below.

How are we going to motivate today’s learners?

All ideas are on the table, and of them is gamification.

Learning in a packed college lecture hall does not seem to be most people’s idea of fun. I distinctly remember one day when I came into my Econ 101 lecture right after having been to traffic court: I couldn’t help but notice that the general excitement level was lower in front of the professor than it had been front of the judge.

What is gamification?

Gamification is essentially the application of game mechanics and game rewards to real-life situations. It’s based on the concept that humans have an innate desire to engage in reward-based activities. It’s used by retailers to engage customers, employers to involve workers, social networks to excite users, and so on, and it’s been shown to improve productivity and involvement across the board.

How can gamification be used by educators?

Education is particularly well-suited to this concept: gamifying learning can help to engage otherwise bored learners and push them to succeed by infusing some fun into the learning process. People instinctively look for payoffs, but the payoffs of education are typically long-term. Applying some features of a game to the educational process means that the reward structure will also include short-term gratification – something we all enjoy.

This is especially exciting in the realm of online education because of the vast interactive possibilities provided by a digital interface.

What do you think about the potential of gamification in online learning?