With education becoming more and more digitized, is it poised to become the next industry in line for a seismic Big Data shake-up?
In today’s Information Age, concerns have been raised about the ability of technology companies to influence public opinion and freedom of thought. Donald Trump bombards us with questionable information on Twitter. It is easy to envisage a scenario in which government-backed political consultancy firms, which have recently demonstrated a remarkable ability to influence freedom of thought in Western democratic exercises through Big Data, could control academic discourse.
Technophobia is alive and well. It may involve an “irrational or exaggerated fear of technology or complex devices such as tablets, smartphones and especially computers” (Good Therapy, 2015). Some would take issue with this definition, asserting that these fears are well justified and that machines and automation can and do replace jobs — a process John Maynard Keynes described as “technological unemployment.”
Learning design is not always easy. Schedules, scripts, storyboards - where do you start? Imagine you are working with an academic who has experience teaching in face-to-face settings. What questions do you ask them when you begin translating their course to an online environment? Here are some useful ones to have up your sleeve!
Could online education start-ups threaten and disrupt the broader education sector? Could clever, well-funded entrepreneurs develop technological solutions that replace degrees in the future? With students questioning the value for money delivered through expensive on-campus experiences, is the industry ripe for disruption?
The education sector has never been as fluid and dynamic as it is today. By 2020, the Edtech world market is expected to be worth £129 billion.