The methodology behind the Global Degree initiative seeks to use the latest innovations and applications in educational tools and online delivery, such as virtual learning in the metaverse. It also aims, above all, to put the student at the centre through its IAC system. In this, one credit can be earned for every 25 hours of activity, whether that’s through attending/viewing lectures, individual study or participation in activities or practical/lab exercises. To ensure the individual student’s centrality in this model, a personal learning environment (PLE) encompassing support from the institution can be created. The global degree is then built around a student’s academic and professional aspirations, with the following features included: learning ecosystem, worldview, re ective thinking, work environment, social interactions, technology and experiences. The methodology will also expand to use any relevant technology, tools or trends such as open and interactive content, mobile learning, the sharing of
much larger transformation that is taking education and learning out of traditional institutional environments and embedding it in everyday settings and interactions. This is happening across a wide set of platforms and tools, from open content such as Wikipedia and on-demand expertise to mobile devices and geo-coded information that takes information into the physical world around us, making it available any place and any time. In this way, new working and social spaces, such as hackathons and community labs, are evolving into important learning environments. Another example is the Khan Academy, a non-pro t organisation created in 2006 to, according to its mission statement, provide “a free world-class education for anyone anywhere”. Its platform o ers a collection of more than 4,300 online micro-lectures delivered via video tutorials. Although it has no quali cation-awarding powers, the Khan Academy has delivered more than 260 million lessons, highlighting the demand and potential in this area. Background to methodology One of the most important recent developments in education, aside from the application of new technologies, has been the translation of quali cations into outcomes and competencies. Educational values can now be measured more easily and knowledge transferred more e ectively. As Gorbis noted, we are moving away from the model in which learning is organised around the stable and commonly hierarchical institutions of schools, colleges and universities that, for better or for worse, have served as the main gateways to education and social mobility. The new learning model would be best conceived of as a ow, where learning opportunities and resources are not scarce but widely available,
“New working and social spaces such as hackathons or community labs are becoming key learning environments”
with an increasing ability for learners to autonomously dip in and out of continuous learning ows. Instead of worrying about how to distribute scarce educational resources, the challenge for institutions is how to attract people to dip into this rapidly growing ow of learning resources and how to do this equitably to create more opportunities for a greater number of people to enjoy a better life.
30 Business Impact ISSUE 4 2023
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