Nature has collaborated with Scientific American to take a look at how technology is transforming education in a ‘Digital Learning’ special published this week. You can also access this special in the NatureJournals app for iPad.
From massive open online courses (MOOCs) to adaptive digital tools providing tailored learning experiences – what does this revolution mean for learning, teaching and research?
“Regardless of any apprehension about online learning, there is now an opportunity to transcend the limits of the ‘sage on the stage’,”
writes Michael M. Crow in a Comment piece in Nature. But, he cautions,
“I can only hope that in our enthusiasm for MOOCs we look before we leap into a dystopia in which the masses are taught by robots, and the gifted and wealthy by living, breathing professors”.
He concludes:
“We need to end up in a world in which technology once and for all makes higher education more accessible by lowering its cost and enhancing its impact across our great and highly diverse society”.
Even ‘learning-by-doing’ is being taken online with attempts to bring the teaching of practical skills to an online lab aided by smartphones, immersive gaming software and other technologies, including remotely controlled and simulated instruments, such as the virtual microscope.
The ‘Digital Learning’ special also offers advice to first-time MOOC professors on how to teach MOOCs, and highlights the strengths and limitations of the medium.
You can access the special online, or via specials in the NatureJournals app for iPad.
The new and enhanced NatureJournals App features:
- An issue-based view with the use of a figure viewer
- Improved referencing, citations and author affiliation
- Videos, slideshows and audio files now display inline
- Free preview of all journals
- Article Level Metrics that show the impact and reach of articles
Finally, if you want to talk about the ‘Digital Learning’ special online, please use the #digitallearning hashtag. We look forward to hearing your thoughts and sharing your experiences.
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