A Futures Perspective on Learning and Teaching in Higher Education: An Essay on Best and Next Practices
Abstract
:1. Introduction
- Greater importance placed on the scholarship of teaching and learning.
- New power values that mean we will need university ‘leadership that could become ‘more fluid, more collaborative, able to reconfigure as needed’ (p. 220).
- ‘…challenges and opportunities of reconceptualising assessment’ that could ‘place students as co-constructors and co-designers of an educational experience that meets their diverse needs’ (p. 220). As the ‘teaching profession changes…the relationships between students and lectures needs fundamental change’ (p. 220).
- Need to change ‘that reconciles and embeds Indigenous ways of knowing alongside a shift in power relationships between ancient and newer cultures’ (p. 221).
- ‘…technological and societal changes that ripple through higher education’ and which ‘will refocus on accessibility for local and remote students globally’ (p. 221).
- ‘…government responses and funding change’ that may mean ‘more limited choices available to… [and] limits on the richness of the socio-cultural experience of students’ in universities’ (p. 221).
2. Future Universities
3. Best Practices in Learning and Teaching
- Encourages contacts between students and faculty.
- Develops reciprocity and cooperation among students.
- Uses active learning techniques.
- Gives prompt feedback
- Emphasizes time on task
- Communicates high expectations.
- Respects diverse talents and ways of learning.
- Focus on teaching and learning practice and appraisal/evaluation of the practice.
- Impact on either student learning or student experience.
- Generation of an effect size (through comparison, estimation, or correlation of impact)
- Provision well-structured representations of disciplinary knowledge/concepts in well-structured and clearly planned subject/program contexts;
- Are intellectually challenging;
- Take into account students’ goals and make clear the relevance of what they are learning;
- Deploy expert teachers who build rapport with students;
- Facilitate application/practice opportunities in authentic or simulated practice situations and give students opportunities to engage in inductive/exploratory/dialogic learning;
- Give students opportunities to interact and work with peers;
- Take into account students’ own role and agency in their learning, encouraging them to engage the meta-cognitive processes that ensure long-term encoding and retrieval, and which develop meta-cognition skills that underpin self-assessment, self-monitoring and management of their own learning.
- Interest and explanation;
- Concern and respect for students and student learning;
- Appropriate assessment and feedback;
- Clear goals and intellectual challenge;
- Independence, control, and engagement;
- Learning from students.
- Focus on learning goals.
- Create an engaging learning environment.
- Understand the importance of prior knowledge and perspective.
- Empathise and build relationships.
- Challenge and support students.
- Promote autonomy and critical thinking.
- Provide timely feedback and assessment for learning.
- Demonstrate a passion for teaching and subject matter.
- Challenge: orange
- Clarity: red
- Activating Learning/Active Learning: green
- Learning Interactions/Learning Relationships: blue
- Self-Regulation: purple
- Feedback: brown
3.1. Challenge
3.2. Clarity
3.3. Activating Learning (Active Learning)
3.4. Learning Relationships
3.5. Self-Regulation
3.6. Feedback
4. Next Practices in Student Learning
4.1. Next Practice in the Six Evidence-Informed Teaching Practices
4.1.1. Challenge Next Practice: An Increasing Emphasis on Ethical ‘Wicked’ World Problems
4.1.2. Clarity Next Practice: Strengthening a Focus on Macro-Level Learning Pathways
4.1.3. Activating Learning Next Practice: Ensuring the Focus Remains on Deep Learning
4.1.4. Learning Relationships Next Practice: Amplifying Social Emotional Dimensions of Learning
4.1.5. Self-Regulation Next Practice: Amplifying Self-Directed Learning Capabilities
4.1.6. Feedback: Next Practice: Provision of Feedback in Multi-Modal Forms
4.2. Possible, Plausible, Probable, and Preferred Teaching Scenarios
- Possible futures are those things which operate outside the bounds of certainty.
- Plausible futures are those things that can eventuate within our existing knowledge bases.
- Probabilities futures are eventualities that are supported by strong evidence.
- Preferred futures are about the creation a futures focussed education that is aspirational.
4.2.1. Possible Scenario—Substitution
‘What if… there is no teacher, no pupil; there is no leader; there is no guru; there is no Master, no Saviour. You, yourself, are the teacher and the pupil; you are the Maser; you are the guru; you are the leader; you are everything.’
4.2.2. Plausible Scenario—Extension of Existing Realities
4.2.3. Probable Scenario—Complementarity
‘… human and artificial intelligence can complement each other and, as a consequence, what (that) new knowledge and skills must be acquired and cultivated. By creating AI systems that are able to learn in increasingly sophisticated ways, human intelligence also becomes more sophisticated.’
4.2.4. Preferred Scenario—Transformation
‘build a new social contract for education, grounded on principles of human rights, social justice, human dignity and cultural diversity. It unequivocally affirms education as a public endeavour and a common good.’ [93] (np)
5. Conclusions
- Challenge;
- Clarity;
- Activating Learning/Active Learning;
- Learning Interactions/Learning Relationships;
- Self-Regulation;
- Feedback.
Author Contributions
Funding
Conflicts of Interest
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Jarni, N.; Gurr, D. A Futures Perspective on Learning and Teaching in Higher Education: An Essay on Best and Next Practices. Trends High. Educ. 2024, 3, 793-811. https://doi.org/10.3390/higheredu3030045
Jarni N, Gurr D. A Futures Perspective on Learning and Teaching in Higher Education: An Essay on Best and Next Practices. Trends in Higher Education. 2024; 3(3):793-811. https://doi.org/10.3390/higheredu3030045
Chicago/Turabian StyleJarni, Nada, and David Gurr. 2024. "A Futures Perspective on Learning and Teaching in Higher Education: An Essay on Best and Next Practices" Trends in Higher Education 3, no. 3: 793-811. https://doi.org/10.3390/higheredu3030045
APA StyleJarni, N., & Gurr, D. (2024). A Futures Perspective on Learning and Teaching in Higher Education: An Essay on Best and Next Practices. Trends in Higher Education, 3(3), 793-811. https://doi.org/10.3390/higheredu3030045