The Future of Education

Rice (2002)identifies Ernes Boyer’s 1990 Carniege report “Scholorship Reconsidered” as a “tipping point” in reshaping the scolary landscape, particulary in the inclusion of the Scholorship of Teaching. In Norway Ministry of Education and Research (2017) has outlined systems aimed at valuing and promoting educators, with subsequent national regulations mandating documentation of educational competence for appointment and promotion. To meet this requirement, Norwegian universities offers courses in basic university pedagogical competence. Despite these efforts, research suggests scepticism among participants regarding the value of such courses. Some find the courses useful, while others question their value, often participating due to national requirements (Storstad & Smeplass, 2022). Academic perception often equates subject expertise with teaching competence, making pedagogical training seem redundant. Hence, developing meaningful and relevant courses becomes imperative for effective time utilization (Lycke & Handal, 2018). In response, a research project at Nord University aims to explore participants' experiences with a multimodal digital flipped classroom teaching approach in university pedagogy, focusing on learning and learning design. The objective is to enhance course design to ensure it is perceived as both useful and educational for participants, thereby enhancing the quality of teaching and learning. The project's theoretical foundation draws upon Knowles et al. (2005) concepts of andragogy and adult education, the flipped classroom model, and Mayers Cognitive Theory of Multimedia Learning (2014). Data for this study was collected using a qualitative survey. Employing a phenomenological heuristic approach, the study seeks to understand participants' subjective experiences, acknowledging individual variation shaped by their lived lives and preconceptions. Ethical balance between the roles of actor and researcher is maintained to ensure participant benefit. Preliminary findings suggest that the multimodal flipped classroom approach has met several participants' needs and expectations, fostering a meaningful and engaging learning experience. However, challenges associated with preparation and implementation need addressing to optimize teaching effectiveness and relevance.

Keywords: University teaching deveopment, Educational Competence, Adult Learning, Learning Design, Flipped Classroom.

References:

Knowles, M. S., Holton, E. F. & Swanson, R. A. (2005). The adult learner : the definitive classic in adult education and human resource development (6th. utg.). Elsevier. https://ebookcentral.proquest.com/lib/nord/reader.action?docID=232125&ppg=252

Lycke, K. H. & Handal, G. (2018). Kurs i universitetspedagogikk: Et 50-årsperspektiv. Uniped (Lillehammer), 41(3), 189-205. https://doi.org/10.18261/issn.1893-8981-2018-03-02

Mayer, R. E. (2014). Cognitive Theory of Multimedia Learning. I R. E. Mayer (Red.), The Cambridge Handbook of Multimedia Learning (s. 279). Cambridge University Press.

Ministry of Education and Research. (2017). Meld. St. 16 - Quality Culture in Higher Education. https://www.regjeringen.no/contentassets/aee30e4b7d3241d5bd89db69fe38f7ba/en-gb/pdfs/stm201620170016000engpdfs.pdf

Rice, R. E. (2002). Beyond scholarship reconsidered: Toward an enlarged vision of the scholarly work of faculty members. New directions for teaching and learning, 2002(90), 7-18. https://doi.org/10.1002/tl.51

Storstad, O. & Smeplass, E. (2022). Opplevelser av kurs i obligatorisk universitetspedagogikk. Uniped (Lillehammer), 45(3), 195-206. https://doi.org/10.18261/uniped.45.3.4