education to embrace the fourth industrial revolution? It is always dangerous to make predictions but here are a few thoughts.
Technology, content and lecture
The way we are interacting with the world is changing. Students are now used to accessing information through their mobile phones instead of desktop computers, laptops or tablets.
As technology converges, there will be less need for large computer laboratories. Contents will have to be delivered through mediums that are used by students, rather than asking students to accept legacy ways of content delivery.
A common lecture duration is 50 minutes and has been for many years. As attention spans decrease, we need to find different delivery methods to replace the traditional lecture.
Massive open online course (MOOC) has seen significant uptake in recent years, but no model is yet to emerge that meets all the challenges that MOOCs present.
This includes how to monetise, integrate into a wider degree programme, ensure the integrity of the assessment and introduce some face-to-face interaction.
Students may want to take courses from many different institutions to build a degree that is customised for them. This presents challenges not only as to who awards the degree but in ensuring that the content fulfils the requirements towards getting a degree.
There are also issues on accreditation for professional bodies, quality assurance, entry requirements, fee payment and global identities for universities.
If these issues could be addressed, it opens up the higher education sector to third party operators who can enro students and match them with number of universities. One of these new operators could be Uber/Airbnb of the higher education sector and coul quickly become the largest university in th
Unless the higher educa sector acts now, it may fa same fate as the stageco operators. Let us act befo too late and we are disru the railways.
For more information, www.nottingham.edu.my fo ow Prof Kendall on raham_Kendall)