Traditional tertiary education -paced cohort-based classroom learning –remains the norm despite the advent of online education. There is a need to change the way education is delivered to more cost effectively meet the higher education aspirations of a worldwide population (Annand, 2007) especially for the current generation of students who are used to touching, tapping, swiping, jumping and moving as a means of engaging with and learning information (New Media Consortium, 2011) –somewhat different from the educators involved in their learning.
Otago Polytechnic’s (OP) Strategy (OP, 2008) outlines the planned direction of development at OP identifying how it plans to respond to key challenges it is expected to face through to 2012. One of OP’s Strategic goals, (OP, 2008) is to be a top performing institution in technology transfer. Likewise one of the goals in the OP Charter (OP, 2006) is to run nationally outstanding programmes which attract global learners through the creative use of innovative technologies to support learning.
Annand (2007) believes that one consequence of the increased emphasis on digital forms of communication will be increased demand from students for autonomy as reflected in their desire to move though a course of study at their own individual pace rather than as part of a group of other students undertaking a predetermined course. This conflicts with the advantages groups of student have in the support learning with and from each other brings (Annand, 2007). This conflict has been called learner autonomy verses social interaction. Further, Annand (2007) alludes to the generally silent struggle that is currently underway within each tertiary institution to determine the most appropriate means to employ technology –to either use it to fundamentally change the way education is delivered to students, or to use it to augment the traditional way that higher education has been conducted -by replicating the classroom in an electronic environment. This struggle is far from resolved.
If I look at the BM programme I am currently involved in I see how some students choose to undertake the first year of their degree over two years –the first being theoretical papers and the second encompassing midwifery practice experiences. While this could be seen as following a self paced learning programme, the reality is it still happens in a structured way undertaking prescribed papers within the BM degree. Same with students who fail a paper. Although they could be said to follow an individual programme, this too is within the constraints of prescribed papers within the BM degree. Even in third year when students are for the most part out on placements which they have had a choice in requesting, these too remain within the confines of prescribed papers within the programme.
Ensuring all New Zealanders have access to the level of numeracy and literacy skills which gives them the ability to participate in all aspects of life is fundamental to enabling access to Tertiary education (Tertiary Education Commission, 2010). The opportunity to attain literacy in English and Te Reo forms part of this plan (Tertiary Education Commission, 2010) the overall goal of which is to increase learning opportunities and therefore employment opportunities for a wider group of people as possible.
Gsiemens (2009) believes the real issue how we interact with information and with each other. This possibly sums up the crux of the matter. Which way is the best way? The jury is still out on this.
Whakatauaki
Kua tawhiti ka te harereka
Kia kore re haere tonu
He tino nui rawa ou mahi. Kia kore e mahi nui tonu
We have come too far, not to go further. We have done too much, not to do more
(OP Charter, 2006).
References
Annand, D. (2007). Re-organising Universities for the information age. The International Review of Research in Open and Distance Learning 8(3), 1-9.
Gsiemens. (2009). The Edgeless University. Retrieved from elearnspace.org/blog/2009/06/30/the-edgeless-university/
New Media Consortium. (2011). 2011 Horizon report. Retrieved from http://www.nmc.org/publications/horizon-report-2011-higher-ed-edition
Otago Polytechnic. (2008). Strategy 2008-2012. Dunedin, NZ: Otago Polytechnic.
Otago Polytechnic. (2006). Charter 2006-2010. Dunedin, NZ: Otago Polytechnic.
Tertiary Education Commission. (2010). Getting results in literacy and numeracy. Retrieved from http://literacyandnumeracyforadults.com/New-Zealand-Overview/Getting-Results-in-Literacy-and-Numeracy
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