Reflecting on the impact of Covid-19 on the education system, I recall my time in higher education, where I advocated for innovative research and digital learning. It was disheartening to witness the disarray in strategies meant to maintain learning continuity.
Four decades ago, I led a team comprising IT corporations, local education authorities, and university educators and researchers. We initiated a digital learning revolution, supported by several million pounds raised for a project in South West London, part of the national grid for learning initiative. Despite any reservations about the strategy, its concept aimed at future-proofing education.
The idea was revolutionary: to democratize access to educational resources beyond the confines of individual institutions. In primary and secondary schools, we sought to provide digital learning resources, establish computer labs, offer training for educational resource utilization, and supply initial learning and online materials. This project was a beacon of inspiration, laying a stable foundation for future technological advancements. Yet, the reality diverged from our vision.
Our team often felt deserted by the educationalists and their superiors. The science of education and policymakers seemed stuck in an antiquated, class-based teaching paradigm, emphasizing feeling and doing over the application of knowledge from any available source. Education appeared to be solely about upholding a socially empathetic model, where the child is seen as the architect of their fate, not a programmable entity. Little did they know how future generations would become engrossed in technology through their laptops and phones.
The development of AI has now launched a range of new paradigms from banning to embracing it in education. Technology offers so much, yet it is often used for the most basic of functions. Expanding horizons and ambition are key to learning and development from whichever level you start. To grasp this in a modern context demands the integration of technology and how to use it profitably to promote learning and development. Society is dependent on social cohesion and technology can break or enhance this. Our core challenge from primary school through all levels in the workplace and educational institutions is to grow individuals to apply their knowledge and understanding to societal demands. Hopefully, for the benefit of communities and societies locally as well as larger visions.
About the Author: James MacAskill
Educational consultant with over 25 years in public and private university education. Currently working on innovative digital learning projects: BCI Innovation Labs, UK and Canada, applying an agile learning model to learning and entrepreneurial start-ups; Educational Academy, UK, formerly CIPS training centre for 15 years and now an educational consultancy business; IIAD Global (UK and Canada) a project dedicated to delivering managed services for agile learning and programme development to our partner institutions where learning is creative and knowledge is applied.
