The future– It’s up to us

© 2016

© 2016


The future of designing student-centred learning will continue to be dominated by a demand for flexible study options by students who now balance study and work. Universities are also driven by market-focused priorities to reach diverse student groups, provide flexible pathways for undergraduate and postgraduate study and attract students globally (e.g. Bower, Kennedy, Dalgarno & Lee, 2011). Traditional models of teaching and learning from the nineteenth and twentieth century no longer support current or future practices or provide students with the knowledge and skills they need in a digital-age. We need innovative solutions (Bradley, Noon, Nugent & Scales, 2008; Oliver, 2011; Robinson, 2010). Lindsay (2016) advocates “a shift in pedagogy, shift in mindset” (p.1) to support learners where technology has removed walls and classrooms (or lecturer theatres) are now flat and potentially open.

Developments in digital technologies, wearable technology and the Internet of Things (IoTs) continue to provide data and information which is real-time. If my fitbit can track my every move and provide me with real-time feedback, will there be a similar app educators can use to mentor students in real-time? Mobius based on the Socratic method of peer critique provides a platform for students to upload their assessments and receive anonymous peer feedback.

Cloud technologies already provide tools for educators to connect and share teaching and learning with students (Britland, 2013). For example, Pebblepad is a cloud-based eportfolio tool supporting connected learners to document their learning, upload artefacts and share them. Flickr provides creatives with hosting and storage of their images accessible from “anywhere in the world”. Initiatives such as the global curriculum project powered by cloud computing and flat connections from global educator Julie Lindsay experiment and connect learners and educators across the world to shift mindsets and inspire creative pedagogies for connected digital learning.

Berners-Lee (2016) warns however, that we have a crisis of inequality. The gap continues to grow wider between those who have and those who have not every time a new piece of knowledge or technology is placed on the web.  The future of global education and connecting learners is up to us!


Berners-Lee, T. (2016). The Future of the internet with Tim Berners Lee [Video file]. Retrieved from

Bower, M., Kennedy, G.E., Dalgarno, B. & Lee, M.J.W. (2011). Uniting on-campus and distributed learners through media-rich synchronous tools: A national project. In G. Williams, P. Statham, N. Brown, & B. Cleland (Eds), Changing demands, changing directions. Proceedings ascilite Hobart 2011 (pp.150-155).

Bradley, D., Noonan, P., Nugent, H. & Scales, B. (2008). Review of Australian higher education: Final report. Retrieved from

Britland, M. (2013, June 19). What is the future of technology in education? Retrieved from

The Conversation. Internet of things will help us predict the future [Web log post]. Retrieved from

Global Curriculum Project (2010). Global education. Retrieved from

Lindsay, J. (2016). The Global educator: Leveraging technology for collaborative learning & teaching. Eugene, Oregon: ISTE.

Lindsay, J. (2016, August 24). Leading pedagogical change in a flat world [Web log post]. Retrieved from (2012-2016). Social learning solutions for the 21st century. Retrieved from

Oliver, B. (2007). Assuring graduate outcomes. Retrieved from

Robinson, K. (2010). Changing education paradigms [Video file]. Retrieved from

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