Extra-condensed knowledgeJust like the impact of earlier technological novelties, higher education will adapt and come out stronger with virtual learning. Rather than being disrupted, the institutions that survive this crisis will be augmented by the new technology. Getting there, however, will entail a radical rethink of the university campus as we have known it for generations.
- The current wave is not a disruption. It’s a reconstruction of learning with an incredible number of content delivery options. Horizontal learning opportunities will become even more important within this dual system.
Genioux knowledge fact condensed as an image.
- The legacy model of higher education has worked so well – and lasted so long – because it balances two complementary ways of learning: vertical (top-down), and horizontal (social).
- Vertical learning is what happens in a lecture hall or office hours. Students frantically take notes or discuss the material with an expert. In effect, a vertical learning space is anywhere a professor or someone else officially knowledgeable is doing most of the important talking. Vertical learning is the formal part of education.
- Horizontal learning usually occurs between the students themselves. Educators can try to inspire it by facilitating projects like group assignments, but it also happens spontaneously as students cross paths after class, or debate at cafeteria tables. Horizontal learning is often informal, uncontrollable and indifferent to our daily schedules. Vertical learning can be planned in advance and, to some degree, packaged. It’s largely possible in an online context, and given the new realities, that’s likely where it’ll stay.
- The reconstruction of higher ed. The current wave is not a disruption. It’s a reconstruction of learning with an incredible number of content delivery options.
- Horizontal learning opportunities will become even more important within this dual system. When schools opt for augmentation, the campus of the future will pivot toward less structured education. If you strolled through this future campus, you’d notice fewer people rushing to their next classes and more groups engaging in hours-long passionate conversations.
- The physical campus would become a dynamic hub, rather than a singular point where learning takes place. It would also be a source of support (technical and otherwise) for the vulnerable students of whom Paxson rightly reminded us.
- Over time, the general campus atmosphere may come to resemble something like an Apple Store, where students gather to test out ideas as well as technology, and recharge their social batteries before diving back into coursework at home.
- Most importantly, it would uphold the notion of higher education as the best vehicle for students to learn both from one another and from experts. They will become more competent, connected and agile: It’s a promise that the future educational institutions must fulfil.
Category 2: The Big Picture of The Digital Age
[genioux fact extracted from Insead Knowledge]
Authors of the genioux fact
Deconstructing Learning, Reconstructing Education, Ilian Mihov, INSEAD Dean, September 3, 2020, Insead Knowledge.
ABOUT THE AUTHORS
Ilian Mihov is Dean of INSEAD, Professor of Economics and The Rausing Chaired Professor of Economic and Business Transformation. He is also the Academic Director of the Hoffmann Global Institute for Business and Society.
Extracted from Insead
Dean of INSEAD, Professor of Economics, the Rausing Chaired Professor of Economic and Business Transformation.
Professor Ilian Mihov was appointed Dean of INSEAD on 1 October 2013. He is concurrently the Rausing Chaired Professor of Economic and Business Transformation. His expertise is in macroeconomics with a focus on monetary policy, fiscal policy and economic growth.
He is a fellow at the Center for Economic Policy Research and vice president of the Asian Bureau of Finance and Economic Research. Currently he is a board member of the Singapore Economic Development Board (EDB), the Association to Advance Collegiate Schools of Business (AACSB), Singapore American School (SAS) and other advisory boards. He was a member of the scientific committee of the Banque de France’s Research Foundation, the advisory board of the Bulgarian National Bank, and the World Economic Forum’s Global Agenda Council on Fiscal Crises.
He holds a PhD from Princeton University and a BSc in business administration from the Moore School of Business at the University of South Carolina where, in 2006, he was recognised as a Distinguished Young Alumnus. At INSEAD he has been recognised several times with the Outstanding Teacher Award. In 2018, he won the UN Women (Singapore Chapter) HeForShe Leader Award for his outstanding service and contributions towards gender equality at INSEAD. In 2020, he was also appointed Chair of the Board at Principles for Responsible Management Education (PRME), a UN Global Compact initiative.