From a historical context of distance education, the age in in which we currently exist is a knowledge society that allows information to bring people and ideas together in new ways.
At the same time, public institutions/Universities across the world are:
(1) experiencing reduced state funding
(2) a rise in tuition and fees, and are being tasked to be
(3) more efficient and effective.
(4) There are over 16,000 institutions listed with up-to-date information verified from the governing body of education in each country.
(5) The number of students around the globe enrolled in higher education is forecast to more than double to 262 million by 2025
TODAY’s EXISTING TECHNOLOGY
The solution so far has been developing into online courses that livestreams professors holding lectures for around 400 students. This lecture can also be recorded to allow students watching it in their own phase and moreover allows students to not worry about the location of the lecture. However, what is really the difference of watching a recorded video at your desired place, other than time and place benefits? Other than that, the professor would be just the same person “on screen” as “in the classroom”. Time and place ca be understood as personalized factors – but is that the most effective learning? Is that personalized learning? Is that motivational? What if there is a new technology?
According to Graham & Jones (2011; Ulmer, Watson, & Derby, 2007) the most effective learning is by experience. Imagine a software that express a simulating educational game that allows students to be actively learning througout storytelleing and a ”step-by-step learning”. It would be based on a storytellening experience (e.g. real life situations or stories that captures the interset and motivation for students to learn as the progress from level to level – and gain more knowledge as difficulty levels increases.
Imagine a ”kids-educational game”, but at university level, featuring the game on how to sucesfully start a company (where you havet to learn: marketing, management, finance & acounting) to be able to proceed.
Gathering online courses from around the world and structure them into diciplines and enable the world to rank the lectures. In that way giving direct feed back (big data gathering) to professors on their lecture to enable them to improve their lecture. This will function as a motivator and could be direct linked to professors benefits. Also, enable it world wide will encourage different languages and cultures to be shared. The ”best” lecture in a certain area will in that way constantly be challenged at up-to-date.