WHAT DOES IT MEAN TO BE A LIFELONG LEARNER?
This theme explores how shifts in the higher education landscape and the evolving needs of lifelong learners might shape our teaching areas, methodology and delivery.
What does it mean to be a lifelong learner, and how can the future of learning and teaching at RMIT evolve to equip our students to thrive in a constantly changing and uncertain world?
The global RMIT community shared their thoughts on how the curriculum should evolve as we journey into the future. We heard from staff, students, and industry partners through workshops, forums and online conversations about what the future of Learning and Teaching at RMIT could be.
Some key insights that came out of the discussions include:
- Hybrid learning: creating a blend of online and face-to-face learning
- Empowering students to design their own personalised learning experiences
- Engaging students as co-creators and partners in shaping their education
- Opportunities that come with a more flexible, personalised learning model
- Learning and teaching in the digital environment – rethinking how we engage with teaching and with our students in this current age
- What we mean when we talk about learning for future generations
RMIT NEXT also held a forum with experts and key stakeholders in all things Learning and Teaching related. Hosted by Professor Sherman Young (Assoc Deputy Vice-Chancellor Education) with panellists: Daniel Hoogstra (RUSU President), Claire Macken (Deputy Pro Vice-Chancellor Learning and Teaching College of Business and Law) and Sophie Fenton (Former Principal and Associate Dean, Urban School), the one-hour event explore Learning & Teaching from different perspectives and discusses the opportunities for RMIT’s next strategy.
During the forum, Sophie Fenton brought to light the opportunities that have come from COVID-19 – “An opportunity for us to create radical change for students entering into the tertiary sector.”
As tomorrow’s world continues to change so rapidly, Sophie says, “Our education needs to be reframed to focus on what it means to be human in the world, and what skills we need as human beings.”
Sharing a student perspective, Daniel Hoogstra highlighted the need for a blend of face-to-face and online learning to increase students’ accessibility to education. “How do we, in the future, balance the idea that no one is disadvantaged by where they live, by the money they have, by their ability to get to an online location but still able to get a hands-on learning experience.”
Claire Macken remains optimistic about the future of education and online learning. “The turnaround to online learning was absolutely amazing as a sector and was really impressive.”
Overall, there were some amazing things that have come out of COVID-19 for online learning.”
Claire says, “COVID is going to present to us a huge opportunity to embrace the physical and virtual learning environments.”
You can play it back here and add have your say on the topic as we head into the Directions Phase!
All of the insights gathered from the Reflections Phase will be incorporated into a Directions Paper, outlining the potential directions that will shape the final strategy and where we are heading as a University. The Directions will be launched in July!
How might these needs shape our approach? How might shifts in the higher education landscape shape our teaching areas, methodology and delivery?
Globalisation, access to information and rapid advances in technology present a complex mix of opportunity and challenge, as they collectively disrupt and reshape our economies, workforce and environment. What impact does this have on our communities and the education system?
RELATED COMMUNITY STORIES
The experiences and reflections of RMIT students, staff and alumni
EXPLORING THE BIGGER PICTURE
Analysis and thought-leadership from around the world, and important questions for us to considerWorldwide perspectives and ideas
Join the conversation
Share your thoughts, ambitions, and experiences on what this could mean at RMIT