The current and dramatic pace of technological change is likely to shape the future of learning in higher education. New learning technologies offer new possibilities for engagement and experience and it is highly likely that learning on mobile devices will become mainstream.
- Mobile learning is accelerating with laptops, smartphones, tablets and portable learning devices creating new opportunities for mobility and anywhere, anytime learning.
- New technologies can provide new possible learning applications in higher education such as 3D printing, interactive touch screen desks, panels and walls; layer vision; immersive learning and virtual worlds; augmented reality; gamification and simulation.
What might learning look like in 2020? : A possible scenario
In 2020, learning will occur on an array of devices: desktops, laptops, tablets, smartphones and a range of hybrid and continually evolving computing devices. Mobile computing is a part of everyday life and the university experience (Dobbin et al., 2011, p. 3). Students will bring their own mobile devices to campus, and expect and want to use them for academic activities (Dobbin et al., 2011, p. 3). Multiple devices sync via cloud-based software and telecommunications networks so that student activities and progress is recorded and updated across a student’s various devices.
For mobile devices, applications will be tailored towards discipline areas, with universities creating and adapting apps for their subjects and courses. Mobile learning allows ‘anytime, anywhere’ learning and embraces the mobile device as ‘personal, collaborative and truly centered learning’ (Naismith, Lonsdale, Vavoula and Sharples, 2004). Mobile devices will have ‘high-resolution video cameras, geo-location awareness, and omnipresent high-speed Internet access’ (Dobbin et al., 2011, p.2). Students will bring with them ‘their own bandwidth, and attitudes toward security and privacy’ (Dobbin et al., 2011, p.2).
In 2020, it is likely that higher education has become experiential and connected. Learning will be fun, creative and personalised. Great teachers use exploration, interaction and problem solving, immersion and demonstration. The curriculum will be centered around immersive learning, with interactive and cooperative digital media as a ‘new means of intellectual expression and creativity’ (Keppell, Suddaby & Hard, 2011 referring to Laurillard, Oliver, Wasson & Hoppe, 2009, p.289).
Learning will involve the use of technologies such as gaming, augmented reality, 3D environment/animation, simulation and haptics. Virtual worlds can replicate or enhance a discipline-based setting. An archaeology student, for example, might enter a virtual archaeological site, dig with virtual reality tools, explore archaeological findings and chat with a live but remotely located expert.
For some students, learning may occur through augmented reality (AR). Three-dimensional virtual worlds can bring together students into the ‘one space to work together in a collaborative environment for teaching and learning’ (Gregory et al., 2010, p.410). Educational experiences occur in games, offering ‘opportunities for both discovery-based and goal-oriented learning’, as well as for teambuilding skills (Johnson et al., 2012, p. 10). Simulations and role-playing games ‘allow students to re-enact difficult situations to try new responses or pose creative solutions’ (Johnson et al., 2012, p. 10).
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