JALT, the Journal of Applied Learning & Teaching, just pre-published an article by Michael Sutton, PhD, CMC, FBEI, MIT and Carlos Francisco Bitencourt Jorge, PhD, titled Potential For Radical Change In Higher Education Learning Spaces After The Pandemic.
“This is a polemical opinion piece that I highly recommend and that may start some exciting discussions,” says JALT’s Editor in Chief Dr Juergen Rudolph.
Check it out at https://journals.sfu.ca/jalt/index.php/jalt/article/view/245 where the PDF is located.
Here are some excerpts from the article:
The article situates the challenges that higher education faces before the onset of COVID-19. The move to a totally online environment took place overnight, and most institutions of higher education were totally unprepared. Yet, a future of possibilities could be adopted in the coming five years, one, in particular, being game-based learning, an andragogy based upon experiential education.
In the Spring of 2020, a panic forced a jump across an abyss of higher education instructional resistance and inertia into online learning. That disruptive, ‘black swan’ moment demonstrated just how poorly higher education was prepared for a radical change in instructional delivery. In order to dramatically increase the value proposition of our higher educational systems for learners, we should rethink new approaches for digital delivery of experiential education. Game-based learning (GBL) is one of these potential priorities that has been waiting for this significant opportunity. This essay describes a vision of the emergent thinking that could be embraced over the next five years to propel increased engagement, enthusiasm, and commitment to experiential education, instead of the staid, tired and valueless traditional approaches to higher education.
About the Journal
The Journal of Applied Learning & Teaching (JALT) publishes fully open access articles and issues. All articles are available on the JALT website to all users immediately upon publication.
JALT provides a forum for new ideas and analyses of higher education practices. The journal has no geographical limits and is within a global context on the broad subject of learning and teaching. JALT aims to share with its readers best academic practices (including, but not limited to, instructional practices, curriculum design, assessment and measurement, educational policy, educational technology, teaching and learning, and learning sciences) across a variety of disciplines.