Digital learning has leapt from an often secondary concern to a core strategic issue for higher education over the past six months. COVID-19 has been the catalyst for the potential digital transformation of higher education. Sparking an intense period of reorganisation that will surely be followed by necessary innovation and investment.
Learning management systems (LMS), which have acted as content storage and distribution systems, have supported face-to-face interactions for many years. But these systems, based on often decades-old technology infrastructure, have been forced centre stage with the advent of COVID-19.
Now, urgent attempts are being made to couple them with newer generic communications technologies as institutions race to answer the challenge of increasing their online learning provision without losing the quality and engagement seen in face-to-face teaching. COVID-19 have merely served to highlight the need for a far more strategic approach to digital learning.
In many ways, higher education stands at a fork in the road.
fork in the road
On one hand, they can begin, as the pandemic fades, to return to ‘normal’ – delivering the traditional learning and community experiences to the groups they have long served.
On the other hand, the opportunity in the alternative route is a deliberate fusion of physical and digital learning with purposefully chosen education technologies designed to enhance the quality of learning (not just to store documents). This requires both careful technology choices and a proactive approach to learning design.
The forces driving this choice are manifold and deep rooted. For a start, students’ and educators’ relationships with technology in everyday life have changed profoundly. Newly enrolled students are usually digital natives who are accustomed to hybrid lifestyles in which the face-to-face world is comfortably blurred with digital experiences. They are likely to compare your technologies to their latest shopping or social app.
Technology has become deeply rooted in our culture and expectations of technology experiences are high. E-commerce, social media, gaming and other leisure applications are designed for humans first – they are intuitive and what digital designers call ‘low friction’, which means they are easy to use.
The socio-economic and cultural profile of those who can and should go to higher education is also changing profoundly. This creates the need for far more hybrid forms of education that wrap around the individual rather than jar with the realities of their lives.
However, taking this route forward is as much about encouraging and enabling educators to embrace learning design as it is about deploying new technology.
implications for LXD
For institutions choosing to invest strategically in hybrid or more flexible learning, learning experience design becomes a key part of the process.
The objective is to use technology to create an experience in which students feel seamlessly connected to their peers and educators.
This requires a systematic and imaginative approach to redesigning course modules. Simply migrating established practices onto digital platforms without adapting the design and delivery approaches is not enough. It requires real, systematic and imaginative transformation. This demands an adjustment in professional development and staff confidence to shift to new ways of online teaching.
Through designing pedagogies for digital, an online community can be developed purposefully.
An example: a good learning experience design model should combine both synchronous and asynchronous learning experiences so that students are able to get that community/campus feeling even when studying remote. Achieving this could take a variety of forms, but would likely include copious hours of professional development, firstly for staff, who, in this model, would need to shift from sage on the stage to online pedagogue. Secondly, external partnership would allow institutions to combine the actual transformation processes with developmental activities for staff. Another option would be the internal appointment of new teams of learning designers, user experience experts and those well versed in creating communities online – no mean feat for an academic institution.
barriers to change
For many educators, their role revolves around the lecture and tutor group and students traditionally have judged the value of their education on the quality of this performance. The actual structure and modes of interaction have often been left unquestioned or unexamined for long periods.
Learning experience design has not held a significant enough role within higher education to challenge the status quo in a systematic way. The options of partnership or internal appointments mentioned above should be considered as ways to resolve this problem.
One of the biggest hurdles higher education faces is encouraging understandably sceptical educators who perhaps lack the time, confidence or knowledge to embrace digital learning, so whichever route is chosen, robust professional development is clearly needed.
The fundamental issue often boils down to the time investment educators need to make in using learning technology.
The idea of spending 80-plus hours learning how to transform a module or course in a system that feels as if it has too many clicks, options and hidden corridors to go down is not attractive to those who want to get on with teaching.
New technologies can reduce this, but without strategic investment in learning experience design, this will not be enough to ensure that the change is sustainable and impactful.