Reimagining Digital Learning for Sustainable Development: How Upskilling, Data Analytics, and Educational Technologies Close the Skills Gap 9781003089698, 9780367540180, 9780367545604

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“Twenty-­seven­contributions­from­leading­experts­in­the­field­have­come­ together­at­an­opportune­time,­when­the­entire­world­has­been­forced­to­ transition­to­virtual­learning­because­of­the­ COVID-­19­pandemic.­Looking­ ahead,­ we­ still­ have­ significant­ challenges­ in­ delivering­ the­ ambitious­ Sustainable­Development­Goals­by­2030.­I­congratulate­Sheila­Jagannathan­ and­the­many­contributing­authors­for­this­impressive­exposition­of­how­ EdTech­and­pedagogical­innovations­will­diffuse­the­benefits­of­the­digital­ and­learning­revolution­to­every­corner­of­the­world.” –­Denis­Robitaille,­Vice­President,­World­Bank “For­decades,­Sheila­ Jagannathan­has­had­a­pulse­on­learning­technologies­ being­ incorporated­ by­ the­ world­ community­ for­ transformative­ change.­ Not­surprisingly,­she­has­deftly­assembled­a­stellar­slate­of­futurists,­policy­ makers,­pragmatists,­realists,­and­visionaries­in­the­pages­of­this­wondrous­ book.­Each­chapter­offers­a­timely­recap­of­today­that­should­foster­cogent­ and­ exhilarating­ plans­ for­ education­ and­ training­ in­ the­ many­ worlds­ of­ tomorrow­about­to­unfold.” –­ Curtis­J.­Bonk,­Professor,­Instructional­Systems­Technology­(IST),­­ Indiana­University “This­is­an­interesting­and­timely­publication,­as­the­ COVID-­19­pandemic­ has­been­such­a­disrupter­for­the­education­sector­globally.­The­opportunities­offered­by­innovative­pedagogies­and­EdTech­advances­are­particularly­ valuable­ to­ emerging­ countries­ seeking­ to­ modernize­ their­ skills­ and­ capacity-­building­institutions­to­create­new­jobs­and­build­back­more­resilient­futures­after­the­pandemic.” –­Bakary­Diallo,­ CEO­&­Rector,­African­Virtual­University “Upskilling­the­global­workforce­to­compete­for­the­jobs­of­the­future­is­ an­urgent­imperative­and­a­complex­challenge.­This­book­provides­valuable­ insights­on­the­growing­importance­of­lifelong­learning­to­prepare­us­for­ jobs­and­careers­that­do­not­exist­today­and­to­assist­us­in­mastering­digital­ disruption­in­the­workplace,­where­full-­time­workers,­gig­workers,­and­bots­ work­side­by­side.” –­Jeanne­Meister,­Managing­Partner,­Future­Workplace­and­Faculty­of­­ the­Future­Workplace­Academy

“This­book­addresses­a­range­of­critical­issues­facing­education­today.­These­ challenges­ include­ that­ of­ reimagining­ at­ scale­ what­ education­ can­ and­ should­be,­especially­to­equitably­meet­the­needs­of­today’s­learners,­as­well­ as­to­prepare­them­for­future­careers­(careers­that­may­not­even­exist­today).­ There­is­great­potential­in­digital­technologies­and­their­thoughtful­implementation­in­educational­spaces­to­meet­these­challenges.­This­book­brings­ together­a­wide­array­of­ideas,­tools,­approaches,­and­models­across­multiple­ contexts­ that­ can­ inform­ the­ next­ wave­ of­ educational­ innovation,­ both­ locally­and­globally.­I­see­this­book­as­being­of­great­value­to­policy­makers,­ practitioners,­educational­and­business­leaders­across­the­world.” –­Punya­Mishra,­Professor­and­Associate­Dean­of­­ Scholarship­and­Innovation,­Arizona­State­University “This­book­is­a­must­read­for­leaders­looking­to­reimagine­a­modern,­digital­ learning­ ecosystem­ with­ a­ strategic­ vision.­ Sheila­ Jagannathan­ and­ other­ eminent­authors­provide­practical­insights­on­the­how-­to­aspects,­including­ smart­solutions­to­the­typical­upskilling­or­reskilling­challenges­that­emerging­economies­face.” –­George­Siemens,­Professor­and­the­Executive­Director­of­­ the­Learning­Innovation­and­Networked­Knowledge­­ Research­Lab­at­University­of­Texas “Digital­connectivity­has­become­a­lifeline­for­using­data,­consuming­content,­and­engaging­in­digital­applications­by­individuals,­governments,­and­ businesses­to­ensure­continuity­of­economic­and­social­activities­throughout­ the­developing­world.­I­congratulate­Sheila­Jagannathan­and­the­authors­for­ producing­a­timely­contribution­that­offers­insights­on­how­skills-­building­ from­brick-­and-­mortar­to­blended­institutions­can­be­achieved­throughout­ the­world.” –­Boutheina­Guermazi,­Senior­Director,­­ Digital­Development,­World­Bank

REIMAGINING DIGITAL LEARNING FOR SUSTAINABLE DEVELOPMENT

Reimagining Digital Learning for Sustainable Development is­a­comprehensive­playbook­for­education­leaders,­policy­makers,­and­other­key­stakeholders­leading­the­ modernization­of­learning­and­development­in­their­institutions­as­they­build­a­ high­value­knowledge­economy­and­prepare­learners­for­jobs­that­don’t­yet­exist. Currently,­nearly­every­aspect­of­human­activity,­including­the­ways­we­absorb­and­ apply­learning,­is­infuenced­by­disruptive­digital­technologies.­The­jobs­available­ today­ are­ no­ longer­ predicators­ of­ future­ employment,­ and­ current­ and­ future­ workforce­members­will­need­to­augment­their­competencies­through­a­lifetime­ of­continuous­upskilling­and­reskilling­to­meet­the­demands­of­the­Fourth­Industrial­ Revolution.­ This­ book­ features­ curated­ insights­ and­ real-world­ cases­ from­ thought­leaders­throughout­the­world­and­identifes­major­shifts­in­content­formats,­pedagogic­approaches,­technology­frameworks,­user­and­design­experiences,­ and­ learner­ roles­ and­ expectations­ that­ will­ reshape­ our­ institutions,­ including­ those­in­emerging­economies. The­agile,­lean,­and­cost-effective­strategies­proposed­here­will­function­in­scalable­ and­fexible­bandwidth­environments,­enabling­education­leaders­and­practitioners­ to­ transform­ brick-and-mortar­ learning­ organizations­ into­ digital­ and­ blended­ ecosystems­and­to­achieve­the­United­ Nation’s­ambitious­Sustainable­ Development­Goals­by­2030. Sheila Jagannathan­is­the­Head­of­the­Open­Learning­ Campus­at­the­World­ Bank­in­Washington,­D.C.,­USA.

REIMAGINING DIGITAL LEARNING FOR SUSTAINABLE DEVELOPMENT How Upskilling, Data Analytics, and Educational Technologies Close the Skills Gap

Edited by Sheila Jagannathan

First­published­2021­ by­Routledge­ 52­Vanderbilt­Avenue,­ New­York,­ NY­10017 and­by­Routledge­ 2­Park­Square,­Milton­Park,­Abingdon,­Oxon,­OX14­4RN Routledge is an imprint of the Taylor & Francis Group, an informa business ©­2021­selection­and­editorial­matter,­Sheila­ Jagannathan;­individual­ chapters,­the­contributors The­right­of­Sheila­Jagannathan­to­be­identifed­as­the­author­of­the­ editorial­material,­and­of­the­authors­for­their­individual­chapters,­has­ been­asserted­in­accordance­with­sections­77­and­78­of­the­ Copyright,­ Designs­and­Patents­Act­1988. All­rights­reserved.­No­part­of­this­book­may­be­reprinted­or­reproduced­ or­utilised­in­any­form­or­by­any­electronic,­mechanical,­or­other­means,­ now­known­or­hereafter­invented,­including­photocopying­and­recording,­ or­in­any­information­storage­or­retrieval­system,­without­permission­in­ writing­from­the­publishers. Trademark notice:­Product­or­corporate­names­may­be­trademarks­or­ registered­trademarks,­and­are­used­only­for­identifcation­and­explanation­ without­intent­to­infringe. Library of Congress Cataloging-in-Publication Data­ A­catalog­record­for­this­title­has­been­requested ISBN:­978-­0-­367-­54018-­0­(hbk)­ ISBN:­978-­0-­367-­54560-­4­(pbk)­ ISBN:­978-­1-­003-­08969-­8­(ebk) Typeset­in­Bembo­ by­Apex­ CoVantage,­LLC

The illiterate of the 21st-century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. – Alvin Toffer, Futurist and Philosopher

CONTENTS

Foreword 1 Foreword 2 About the Editor Acknowledgments Acronyms Preface

xiii xvi xviii xx xxi xxiii

THEME 1

Learning in the 21st-Century

1

1­ Scale­of­the­ Challenge­–­Massive­Reskilling­and­Upskilling­­ Needed­–­The­ Crucial­Role­of­ Capacity­Development­ Sheila Jagannathan

3

2­ The­Digital­Learning­Opportunity­ Sheila Jagannathan

17

3­ Lifelong­Learning­for­ Careers­That­Don’t­Yet­Exist­ Chris Dede and Eileen McGivney

36

4­ Decision­Pathways­Leading­to­the­Successful­Digital­­ Transformation­of­Learning­ Ryan Watkins

45

x

Contents

THEME 2

Innovative Pedagogies to Advance Reach, Relevance and Quality Learning Outcomes 5­ Reimagining­Pedagogy­for­a­Digital­Age­–­ Conversation­­ With­Tony­Bates­ Sheila Jagannathan

59 61

6­ Pedagogical­ Choreographies­for­Practitioner­Skills­Development­ 72 Som Naidu and Sharishna Narayan 7­ Quality­for­New­Digital­Learning­ Cultures­ Ulf-Daniel Ehlers 8­ The­Manifesto­for­Teaching­Online­and­the­ Complexities­­ of­Digital­Education­ Peter Evans

82

96

THEME 3

New Models for Deeper Learning

107

9­ How­MOOCs­Are­ Changing­the­World­and­What­Lies­Ahead­ 109 Lee Rubenstein 10­ Game­Mechanics­for­Digital­Learning­ John Traxler 11­ The­Future­of­Learning­Is­Immersive:­Games,­Simulations­­ and­Virtual­Reality­ Anders Gronstedt

122

133

THEME 4

Digital and Blended Learning in Action: Good Practices and Cases

145

12­ Linking­Learning­to­Jobs­and­Service­Delivery­in­the­Public­­ Sector­–­the­Tec­de­Monterrey­Experience­ Laura Ruiz Pérez

147

13­ Building­National-­Level­Partnerships­for­E-­learning:­­ The­Malaysian­Experience­ Ansary Ahmed

159

Contents

14­ Improving­Performance­and­Employability­Through­­ E-­learning:­The­IDB­Experience­ Edgar González, Stella C. S. Porto and Xenia Cotón 15­ Lessons­From­Two­Transformational­EdTech­Initiatives­­ in­ China­ Ronghuai Huang, Huanhuan Wang, Hang Lu, Bojun Gao, Zhisheng Li and Ahmed Tlili 16­ Skilling­the­Youth­Bulge­in­India:­NSDC­Experiences­ Manish Kumar

xi

173

184

195

THEME 5

Future of Content Development: Leveraging Open Resources 17­ Open­Educational­Resources­for­Sustainable­Development:­ Guidelines­for­Policy­and­ Capacity­Building­ Sanjaya Mishra

207 209

THEME 6

The Power of the Platform: Smart Technologies and Tools 18­ The­Power­of­Open­Educational­Technology­ Martin Dougiamas

221 223

19­ AI,­Blockchain­and­5G:­Implications­for­Education,­­ Upskilling­and­Lifelong­Learning­ Venkataraman Balaji and Alexis Carr

232

20­ Reimagining­Educational­Experiences­via­Artifcial­­ Intelligence­and­New­Technologies­ David Guralnick

244

21­ A­Metaknowledge­Framework­for­the­Training­of­­ Trainers­Using­Smart­Mobile­Learning­Applications­ Abtar Darshan Singh, Edward Robeck, Shriram Raghunathan, Bibhya Sharma and Vaikunthan Rajaratnam

255

xii

Contents

THEME 7

Modernizing Learning Measurement, Evaluation and Credentialing Through Data Analytics for Insights and Decision Making

267

22 Evaluating and Improving the Impact of Digital Learning Ingrid Guerra-López

269

23 Using Learning Analytics to Accelerate Change Gary Natriello

282

24 Advancing Sustainable Educational Ecosystems With Open Digital Credentials and Badges Daniel Hickey and Ilona Buchem

293

THEME 8

Mobilizing Partnerships to Support Pathways to Work

309

25 Partnership Engagements for Sustainable Development: Lessons Learned From Educational Technology Partnerships Shafka Isaacs

311

26 From Concepts to Action: How to Accelerate Digital Learning to Achieve SDGs – Infuencer Viewpoints Sheila Jagannathan

322

Conclusion

335

27 The Future of Learning Is Here – Are You Ready? Sheila Jagannathan

337

About the Contributors Index

359 368

FOREWORD 1

Digital Classrooms are Reinventing the Way We Teach and Learn I­am­delighted­to­introduce­this­book,­edited­by­Sheila­ Jagannathan,­that­guides­ education­practitioners­to­lead­a­transformation­to­modernize­learning­and­development­in­their­institutions,­during­this­time­of­rapid­and­unprecedented­change.­ In­addition,­the­book­provides­the­ “how­to”­aspects­of­not­only­sustaining­but­ growing­ the­ new­ normal­ of­ digital­ learning.­ Equally­ important,­ it­ speaks­ in­ a­ language­that­is­familiar­to­policy­makers­and­educationists­throughout­the­world,­ notably­by­reassuring­them­that­the­transition­to­digital­and­blended­learning­is­ achievable,­ despite­ the­ many­ challenges­ they­ currently­ face­ in­ terms­ of­ lack­ of­ resources,­poor­connectivity­and­institutional­capacity.­Rather,­the­digital­tsunami­ engulfng­the­world­is­an­exciting­opportunity­for­education­and­training­practices­ to­follow­the­lead­of­other­sectors­(transport,­entertainment,­energy,­healthcare,­to­ name­a­few),­where­the­overall­outcomes­created­truly­transformative­and­positive­ change­for­all­key­stakeholder­groups. Sheila­and­many­of­the­other­eminent­contributors­are­known­to­me,­and­I­am­ confdent­their­curated­perspectives­on­digital­learning­will­be­of­immense­value­ for­anyone­looking­to­create­powerful­and­meaningful­change­in­education. There­is­a­very­large­constituency­interested­to­learn­about­how­capacity­building,­ knowledge,­ learning­ and­ skills­ development­ in­ emerging­ countries­ can­ be­ supported­ to­ solve­ complex­ development­ challenges­ that­ range­ from­ poverty­ eradication­to­addressing­climate­change­concerns.­The­solutions­invariably­have­ a­major­role­for­online­education.­I­would­venture­to­say­that­online­learning­is­ the­new­normal­today,­with­the­lines­between­the­future­of­work­and­the­future­ of­education­blurring­because­of­the­ongoing­Fourth­Industrial­Revolution.­The­

xiv

Foreword 1

ubiquity­of­digitization­is­disrupting­safe­careers­while­paving­the­way­for­new­job­ opportunities­created­by­the­expanding­availability­of­online­learning­ecosystems.­ Moreover,­the­ability­to­turn­around­objective­assessments­of­digital­course­design­ through­big­data­analytics,­supported­by­artifcial­intelligence,­results­in­constant­ improvements­in­the­quality­of­the­learning­experience. edX,­a­nonproft­digital­learning­organization­established­by­the­Massachusetts­ Institute­of­Technology­and­Harvard­University,­has­been­privileged­to­lead­this­ drive,­in­partnership­with­more­than­150­top­educational­institutions­around­the­ world. COVID-­19­radically­mainstreamed­digital­learning;­with­the­onset­of­the­pandemic,­global­online­learning­coverage­expanded­from­1.3­per­cent­to­100­per­ cent.­We­saw­this­same­surge­in­interest­at­edX­–­we­saw­as­many­unique­registrations­in­April­2020­(5­million)­as­we­did­the­full­year­of­2019.­While­such­rates­of­ expansion­will­somewhat­contract­once­the­pandemic­is­brought­under­control,­ the­new­normal­in­the­post-­COVID­era­will­have­a­substantially­higher­proportion­of­blended­and­online­learning­programs­because­the­key­stakeholders­–­be­ they­policy­makers,­educationists­or­learners­the­world­over­–­have­become­aware­ of­the­benefts­of­fexible­and­adaptive­learning­programs. COVID­may­have­also­accelerated­the­trend­toward­blended­learning,­making­ it­essential­for­many,­but­it­has­always­been­part­of­the­edX­vision­for­education. The­edX­vision­has,­most­recently,­taken­the­form­of­our­fve­“Reimagine Education Goals.”­Rooted­in­the­same­vision­that­drives­edX,­we­present­these­goals­to­ educators­everywhere­as­critical­to­the­advancement­of­society.­These­goals­must­ guide­a­global­movement­to­ensure­that­everyone,­everywhere­has­access­to­high-­ quality­education­to­transform­their­lives­and­the­lives­of­future­generations. The­ goals­ are:­ continue­ expanding­ education­ access­ to­ planet­ scale;­ create­ quantum­improvements­in­education­quality­and­engagement;­establish­lifelong­ learning­ for­ all;­ transform­ the­ delivery­ of­ education­ through­ an­ omnichannel­ approach­ including­ both­ online­ and­ in-­person;­ and­ modularize­ education­ by­ unbundling­degrees­and­creating­valuable­credentials­that­ft­the­skills,­knowledge­ and­education­needed­to­thrive.­In­addition,­these­goals­help­us­all­move­toward­a­ more­connected­world­by­2022. Let­me­share­a­few­key­examples: •­

•­

Transforming­the­delivery­of­education:­the­Information­Technology­University­in­Pakistan­is­an­excellent­example­of­how­a­developing­country­institution­is­able­to­extract­value­by­blending­virtual­courses­on­more­advanced­ technical­subjects­with­foundational­in-­person­offerings­on­campus. Creating­valuable­credentials:­MicroMasters®­program­credentials­are­examples­of­bite-­sized,­quality­learning­that­are­already­recognized­by­industries.­ In­addition,­these­credentials­are­designed­to­be­“stacked”­to­open­up­opportunities­for­more­in-­depth­learning­through­degree­programs­if­desired.

Foreword 1

•­

xv

Providing­the­skills,­the­global­community­needs­to­thrive:­an­introductory­ course­ on­ how­ to­ operate­ mechanical­ ventilators­ that­ was­ offered­ by­ edX­ in­March­2020­attracted­over­300,000­persons­mainly­from­healthcare­professions­ who­ urgently­ required­ upskilling­ themselves­ to­ serve­ COVID-­19­ patients­requiring­intubation.

Achieving­ these­ goals­ critical­ to­ the­ advancement­ of­ society­ requires­ full­ support­from­decision­makers,­ranging­from­policy­makers­at­the­national­level­to­ educationists­and­instructors.­These­goals­can­and­must­guide­a­global­movement­ to­ensure­that­everyone,­everywhere­has­access­to­high-­quality­education­to­transform­their­lives­and­the­lives­of­future­generations. I­wish­the­readers­a­smooth­transition­to­the­new­normal­of­blended­and­online­ learning,­for­which­this­book­edited­by­Sheila­Jagannathan­will­provide­useful­insights. Anant Agarwal Founder and CEO of edX and MIT Professor, the trusted platform for learning, founded by Harvard and MIT

FOREWORD 2

Accelerating a 21st-Century Learning Ecosystem That Supports Countries in Leapfrogging From Learning Defcits to Upskilling and Reskilling To­achieve­the­UN­Sustainable­Development­Goals­by­2030,­countries­will­require­ substantial­ investment­ in­ human­ capital­ development,­ particularly­ as­ about­ 825­ million­ persons­ are­ estimated­ to­ reach­ adulthood­ without­ having­ acquired­ the­ skills­ necessary­ to­ meet­ the­ job­ requirements­ of­ the­ ongoing­ Fourth­ Industrial­ Revolution. More­ fundamentally,­ the­ mass­ production­ education­ system­ of­ the­ past­ 250­ years­with­a­standardized­curriculum­and­the­instructor­assuming­the­role­as­the­ sole­“imparter­of­knowledge”­is­no­longer­suitable­for­the­rapidly­evolving­digital­ economy­of­today­and­tomorrow.­Pedagogical­design,­so­far,­has­failed­to­emphasize­the­idea­of­learning to learn.­There­is­a­need­to­shift­the­focus­from­vertical­ learning­to­horizontal­learning,­especially­as­many­of­the­current­universal­concerns­(e.g.,­pandemics,­climate­change)­are­multidisciplinary­and­cross-­sectoral­in­ nature.­Society­is­changing,­and­the­direction­of­learning­must­transition­from­a­ one-­size-­fts-­all­model­to­an­adaptive­and­personalized­approach­that­is­acutely­ and­comprehensively­cognizant­of­individual­student­needs.­Such­a­learning­transformation­ is­ feasible­ today­ because­ of­ artifcial­ intelligence­ (AI)­ that­ leverages­ algorithms­and­big­data­analytics­to­customize­learner­support­on­a­real-­time­basis.­ For­emerging­countries­striving­to­improve­their­education­systems,­there­is­an­ opportunity­to­break­the­severely­outdated­mass­production­mode­and­mentality­ of­learning­–­and­ “leapfrog”­to­a­more­appropriate­model­of­adaptive,­individualized­approaches. My­efforts­as­Chair­of­Education­Commission­Asia­(the­newly­established­Asia­ Hub­of­the­Education­ Commission)­have­been­to­introduce­and­proliferate­these­

Foreword 2

xvii

new­ideas­in­a­way­that­is­accessible,­impactful,­and­sustainable.­One­key­element­ is­ the­ “High Tech”­ AI-­assisted­ adaptive­ learning­ that­ tailors­ instruction­ to­ individual­levels­and­needs;­the­other,­equally­integral­component­is­the­“High Touch”­ teacher-­provided­personalized­guidance­–­delivered­in­the­form­of­mentoring­and­ active­learning­experiences­–­that­cultivate­higher-­order­cognition­and­soft­skills.­ This­“High­Touch­High­Tech­(HTHT)”­learning­framework­has­been­piloted­for­ middle­school­students­in­Vietnam­with­remarkably­positive­results­in­terms­of­ accelerating­the­speed­and­impact­of­learning.­Given­the­promising­results,­plans­to­ scale­up­this­approach­in­Vietnam­and­starting­to­implement­it­in­other­countries­ are­underway.­ During­my­time­as­Minister­of­Education,­Science,­and­Technology­in­Korea,­I­led­the­development­of­a­highly­successful,­nationwide­upskilling­ program­through­Meister­Schools.­This­initiative­has­evidenced­the­importance­of­ engaging­the­business­community­throughout­the­entire­process­of­designing­the­ courses,­training­the­students­and­future­workforce,­and­expanding­job­opportunities­that­match­the­skills­demanded­with­the­skills­supplied. Given­the­current­context­of­unprecedented­change,­this­volume­is­timely­and­ important.­Sheila’s­thoughtful­curation­of­the­experiences­and­insights­of­infuential­thinkers,­policy­makers,­and­practitioners­provides­much-­needed­strategic­ direction­and­guidance­on­effectively­harnessing­the­power,­potential,­and­promise­ of­technology­in­learning­going­forth.­Such­a­comprehensive­and­practical­“how­ to”­ guide­ will­ be­ critical­ in­ transforming­ the­ mindset­ and­ priorities­ of­ diverse­ actors­within­the­educational­ecosystem,­serving­as­an­invaluable­source­of­inspiration­to­modernize­–­and­revolutionize­–­learning­for­students­today­as­well­as­for­ future­generations­to­come. Ju-Ho Lee Chairperson and CEO, Education Commission Asia Professor, KDI School of Public Policy and Management Former Minister of Education, Science, and Technology, South Korea

ABOUT THE EDITOR

Sheila Jagannathan is­ a­ lifelong­ learner­ and­the­Head­of­the­Open­Learning­Campus­ at­ the­ World­ Bank­ in­ Washington,­ D.C.­She­serves­as­the­organization’s­focal­ point­on­digital­learning­and­issues­at­the­ intersection­ of­ technology­ use­ and­ education­ in­ emerging­ countries.­ She­ is­ an­ internationally­recognized­thought­leader,­ advisor,­ author­ and­ forward-­thinking­ senior­leader­with­over­35­years­of­experience­ in­ leading­ capability­ building,­ human­capital­development­and­transformation­ change­ across­ public­ and­ private­ organizations.­ She­ has­ been­ responsible­ for­ designing­ and­ implementing­ world-­ class­ solutions­ in­ challenging­ global­ environments,­ resulting­ in­ performance­ and­productivity­improvements.­Sheila­also­provides­policy­advice­and­technical­ assistance­ to­ World­ Bank­ country-­level­ capacity­ building­ programs­ (both­ government­and­training­centers­of­excellence­seeking­to­introduce­technologies­in­ their­educational­systems)­in­East­Asia,­ China,­the­Middle­East­and­North­Africa,­ Africa­and­South­Asia.­Her­specialties­include­skilling­and­the­Fourth­Industrial­ Revolution,­60-­year­curricula,­workforce­education,­designing­corporate­universities,­talent­management,­MOOCs,­experiential­pedagogy,­online/hybrid­strategies,­ immersive­learning­(AR/VR),­use­of­disruptive­(AI/MI,­IoT,­Blockchain,­5G)­technologies­in­education,­data­analytics,­and­learning­ecosystems­(LXPs,­LMS).­She­

About the Editor

xix

regularly­writes­articles­for­various­peer-­reviewed­publications­and­journals.­She­ is­on­the­advisory­board­and­planning­committees­of­major­professional­associations­of­learning­such­as­the­ Canadian­Foreign­Service­Institute,­Global­Distance­ Learning­ Network,­Indian­ National­Skills­Development­ Council,­George­Mason­ University,­ E-­learning­ Africa­ (Annual­ International­ Conference­ for­ developing­ E-­learning­capacities­in­Africa),­International­ Conference­on­E-­learning­(ICEL),­ Skills­ Councils,­UNSDG-­Learn­and­UNICEF.

ACKNOWLEDGMENTS

I­ wish­ to­ thank­ and­ acknowledge­ the­ contributions­ of­ many­ persons­ without­ whose­encouragement­and­steady­support­this­book­would­not­have­been­possible.­ Many­conversations­have­infuenced­the­design­of­the­book.­Thanks­to­colleagues,­ friends­in­the­learning­practice­as­well­as­the­thousands­of­global­learners­who­ joined­the­Open­Learning­Campus­who­have­helped­me­expand­my­thinking­and­ insights­about­this­ever-­changing­feld. Vijay,­my­husband,­everlasting­gratitude­for­giving­me­the­confdence,­space­ and­nurturing­to­realize­this­dream­that­gave­me­true­joy! My­sons­Pavan­and­ Jay,­Mary­and,­grandkids­Adrian,­Avi­and­Aria,­and­sister­ Shobha,­ who­ consistently­ enquired­ about­ how­ I­ was­ doing­ during­ the­ frenetic­ months­when­I­was­visioning,­drafting,­reviewing­and­fnalizing­the­contents. My­parents,­who­would­have­been­very­proud­of­this­accomplishment. Curtis­Bonk,­for­your­generous­guidance,­thought­leadership­and­inspiration. Professor­Anant­Agarwal­and­Dr.­ Ju-­Ho­Lee,­for­your­generous­endorsement­ by­agreeing­to­contribute­to­the­two­forewords. Daniel­Schwartz­and­the­Routledge­team,­for­invaluable­guidance,­insightful­ comments­and­encouragement. Last­but­not­the­least,­my­sincere­thanks­to­the­contributing­authors­–­who­are­ leading­thinkers­and­practitioners­in­the­feld­of­digital­and­blended­learning­–­for­ their­enthusiastic­sharing­of­valuable­insights.­We­started­this­journey­in­March­ 2020,­when­the­ COVID-­19­pandemic­burst­upon­the­global­scene,­but­despite­ the­disruptions­and­uncertainties,­all­the­contributors­worked­tirelessly­to­meet­the­ tight­production­deadlines. The­views­of­the­editor/author­do­not­necessarily­represent­the­offcial­view­of­ the­World­Bank,­United­Nations­or­its­offcials­or­Member­States.

ACRONYMS

4IR­

Fourth­Industrial­Revolution

5G­

5th­Generation­(cellular­network­technology)

60YC­

60-­Year­ Curriculum

AI­

Artifcial­Intelligence

AR­

Augmented­Reality

BL­

Blended­Learning

CoP­

Community­of­Practice

DL­

Digital­Learning

EdTech­

Education­Technology

F2F­

Face-­to-­Face

ICT­

Information­and­ Communication­Technology

IoT­

Internet­of­Things

LLI­

Life-­long­learning

LMS­

Learning­Management­System

LXP­

Learning­Experience­Platforms

ML­

Machine­Learning

MOOC­

Massive­Open­Online­ Course

xxii

Acronyms

NGO­

Non-­Governmental­Organization

OER­

Open­Educational­Resources

SDG­

Sustainable­Development­Goals

VR­

Virtual­Reality

xAPI­

Experience­Application­Program­Interface

PREFACE

What Is the Book Designed to Accomplish? And What Problems Does It Help Solve? The­ impact­ of­ the­ double­ disruption­ of­ COVID-­19­ and­ the­ Fourth­ Industrial­ Revolution­ is­ forcing­ countries­ to­ reimagine­ their­ educational­ model­ to­ tackle­ issues­related­to­scale,­access,­impact­and­resilience.­The­current­learning­crisis­is­ leading­to­a­more­fundamental­question­of­how­to­prepare­future­institutional­and­ individual­learners,­to­build­skills­for­employability­and­thrive­in­an­unpredictable­ and­rapidly­changing­world. I­have­had­the­privilege,­as­head­of­the­World­Bank­Group’s­Open­Learning­ Campus,­Washington­D.C.,­along­with­insights­gathered­over­the­last­30­years,­to­ receive­feedback­from­many­developing­country­stakeholders­(consisting­of­government­ offcials,­ professionals­ from­ centers­ of­ excellence,­ civil­ service­ training­ institutes,­academia,­and­industry­representatives)­on­the­urgent­need­to­modernize­ learning­by­harnessing­educational­technology­(EdTech)­in­their­respective­institutions­and­countries.­A­specifc­interest­was­in­understanding­how­to­transform­ traditional­brick-­and-­mortar­learning­organizations­to­digital and blended ecosystems­ that­leveraged­the­vast­virtual­repository­of­global­know-­how­on­various­aspects­ of­ development.­ Their­ request­ was­ in­ learning­ about­ what­ to­ do,­ and­ in­ what­ sequence.­The­questions­revolved­around:­how­to­get­started,­how­to­navigate­the­ choppy­waters­of­market-­driven­digitization,­how­to­incorporate­unique­community­priorities­to­build­a­relevant­EdTech­infrastructure­and,­how­to­implement­a­ learning­program­that­addressed­local­needs. Substantial­ investments­ are­ taking­ place­ on­ the­ “hardware”­ aspects­ in­ terms­ of­ broadband,­ 5G­ and­ universal­ mobile­ Internet­ access.­ Equally­ signifcant­ are­ the­growing­populations­of­young­people­looking­for­but­not­fnding­work,­and­ concerns­ about­ disruptions­ in­ jobs­ and­ careers­ caused­ by­ the­ Fourth­ Industrial­

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Revolution,­ in­ addition­ to­ many­ other­ development­ challenges.­ Therefore,­ the­ articulation­of­a­learning­strategy­on­how­to­build­capability­to­implement­and­ sustain­a­program­of­capacity­building,­has­several­signifcant­drivers. Specifcally,­ the­ book­ aims­ to­ help­ learning­ leaders­ in­ emerging­ countries­ develop­a­fexible­mindset­and­new­strategies­to: •­

•­

•­ •­

•­

Modernize­learning­and­development­in­their­institutions,­during­this­time­of­ rapid­and­unprecedented­change­and­especially­post-­COVID.­Specifically: •­ Understand­key­trends­in­learning­and­how­they­impact­the­workplace­ and­workforce­of­the­future. •­ Reimagine­a­modern­learning­ecosystem,­with­a­strategic­vision­–­­supported­ by­stakeholders­from­three­constituencies­(individuals,­organizations­and­ policy­makers)­–­not­just­from­the­information­technology­(IT)­practice­–­ on­how­to­achieve­sustainable­change­across­the­learning­institution. •­ Design­an­integrated­educational­approach­to­link­learning­to­jobs­and­ careers. Design­and­elevate­game­–­changing­initiatives­that­address­current­learning­ challenges,­such­as: •­ Utilizing­evidence-­based­EdTech­to­improve­the­scale,­relevance,­equity­ and­impact­of­learning. •­ Enhancing­learner­and­teacher­resilience,­and­excellence. •­ Blending­ innovative­ teaching­ approaches­ (such­ as,­ fipped­ classrooms,­ hybrid,­hyfex­and­virtual­and­high-­touch­learning­models). •­ Deploying­a­range­of­smart­digital­technologies­to­support­the­holistic­ life-­led­learning­experience­(before,­during­and­post­training). •­ Using­ learning­ and­ learner­ analytics­ for­ insights­ and­ agile­ decision-­ making­connecting­learning­to­business­results. Evaluate­global­cases­and­good­practices­and­adapt­these­to­local­contexts. Develop­ a­ clear­ strategy­ for­ learning­ transformation,­ with­ short-­term­ and­ long-­term­priorities­and­a­phased­implementation­approach,­with­effective­ risk­management,­measurement­and­accountability­for­results. Meet­the­expectations­of­all­stakeholders­(learners,­providers­of­training,­staff,­ government,­ faculty,­ private­ sector­ and­ even­ citizens)­ in­ the­ learning­ ecosystem­on­how­to­enhance­educational­services­that­align­learning­with­the­ future­of­work.

What Are the Key Differentiators of the Book? Why Read the Book? This­book’s­value­propositions­are­the­following: •­

Provide­insights­on­the­ “how to”­aspects,­including­smart­solutions­to­typical­ education­and­upskilling­or­reskilling­challenges­that­developing­countries­face.

Preface

•­

•­ •­

•­

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Facilitate­ mindset changes,­ notably­ in­ institutions­ and­ individuals­ within­ the­ public­sector­in­developing­countries­who­have­been­slower­to­leverage­the­ benefits­ of­ modern­ technology,­ particularly­ as­ mobile­ Internet­ penetration­ has­become­universal. Enable­ emerging­ countries­ to­ join the global digital learning transformation­ movement­taking­place­through­EdTech­and­pedagogical­innovations. Accelerate­capacity­building­@­scale­to­address the complex, cross-cutting development challenges­of­today­(such­as­climate­change,­Sustainable­Development­ Goals­(SDG),­accelerating­recovery­from­ COVID-­19­and­conflicts).­These­ challenges­are­best­addressed­by­raising­awareness­and­building­capabilities­ to­encourage­holistic­thinking­across­sectors­and­transition­from­linear­to­ circular­thinking. Appreciate­the­centrality­of­“measuring­what­needs­to­be­managed”­through­ data­and­people­analytics­that­strengthen­evaluation­feedback­loops­of­institutional­and­individual­learning­outcomes. To­sum­up,­the­book­facilitates­application of ideas­through:

•­­ •­­ •­­ •­­ •­­ •­­

Problem­scenarios­and­relevant/actionable­solutions Evidence-­based­approaches Cases­and­examples­of­good­practice­from­emerging­economies Approaches­that­can­function­in­scalable­and­flexible­bandwidth­environments Agile­and­cost-­effective­options­to­reduce­time­to­market­and­costs Succinct­chapter­takeaways­to­help­move­ideas­forward

Who Is the Intended Audience? The­ audiences­ for­ this­ book­ are­ stakeholders­ interested­ in­ supporting­ capacity­ building,­knowledge­management,­learning­and­skills­development­in­emerging­ countries­to­support­the­upskilling­and­reskilling­required­to­address­the­opportunities­and­challenges­brought­on­by­the­Fourth­Industrial­Revolution.­The­book­ also­ targets­ stakeholders­ interested­ in­ solving­ complex­ development­ challenges,­ such­as­meeting­the­SDGs­by­2030,­pandemics,­learning­poverty,­climate­change,­ fragility­and­confict,­and­governance. The­book’s­primary­focus­is­to­build­capacity­in­the­public­sector,­raise­awareness­ on­cutting-­edge­and­future-­ready­learning­approaches­and­tools.­ Contributors­to­ this­book,­who­are­internationally­known­for­their­expertise,­offer­the­contours­of­a­ roadmap­for­transitioning­from­brick-and-mortar­to­virtual­and­blended­classrooms. In­ summary,­ the­ chapters­ in­ this­ book­ offer­ a­ comprehensive­ resource­ and­ playlist­to­help: •­

Government­officials­and­civil­servants­dealing­with­education­and­capacity­ building­policies.

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•­

•­ •­

•­

•­ •­

Preface

Staff­of­national­and­regional­training­centers,­civil­and­public­service­training­ institutes­and­professional­centers­of­excellence­including­research­institutes­ in­various­parts­of­the­world,­(such­as­the­ China­Academy­of­Governance,­ Lal­Bahadur­Shastri­National­Academy­of­Administration­in­India­and­Tec­de­ Monterrey­in­Mexico). Academia­ in­ emerging­ countries,­ including­ leadership­ teams­ (such­ as­ vice­ chancellor,­deputy­vice­chancellor,­president,­or­provost),­deans,­and­heads­of­ community­colleges­as­well­as­faculty,­learning­designers­and­IT­professionals­ in­these­institutions. National­Skills­Development­ Councils,­Fourth­Industrial­Revolution­–­4IR­–­ and­National­Skills­Building­ Councils­and­Associations. Private­sector­and­EdTech­start-­ups­from­across­the­EdTech­ecosystem,­corporate­universities,­chief­learning­officers,­corporate­learning­officers,­companies­providing­EdTech­services,­business­consultancies­and­venture­capitalists. Staff­ of­ international­ organizations­ such­ as­ United­ Nations­ agencies,­ the­ World­ Bank,­ regional­ development­ banks­ and­ bilateral­ donors­ as­ well­ as­ foundations. Staff­ of­ major­ foundations­ and­ non-governmental­ organizations­ (NGOs),­ who­have­large­capacity­building­programs. Catalysts,­ change­ agents,­ thought­ leaders,­ implementation­ pioneers,­ game­ developers,­solution­providers­and­groups­central­to­digital­transformation­in­ education.

No­endorsement­is­implied­when­names­of­particular­companies­or­services­are­ mentioned­anywhere­in­this­book. The views are those of the editor/author and do not represent offcial views of the World Bank.

THEME 1

Learning in the 21st-Century

1 SCALE OF THE CHALLENGE – MASSIVE RESKILLING AND UPSKILLING NEEDED – THE CRUCIAL ROLE OF CAPACITY DEVELOPMENT Sheila Jagannathan

Introduction This­book­is­a­playlist­of­relevant­topics­aimed­at­raising­our­collective­optimism­ on­ education­ for­ the­ future.­ The­ optimism­ arises­ from­ research­ indicating­ that­ every­US$1­million­invested­in­education­translates­into­US$10­million­of­economic­growth­(Patrinos,­2016).­Each­additional­year­of­schooling­raises­average­ annual­gross­domestic­product­(GDP)­growth­by­0.37%­(GPE,­2020).­There­are­ also­prospects­of­leveraging­the­ongoing­creative­destruction­caused­by­digitization­to­upskill­and­reskill­job­seekers­to­access­emerging­job­opportunities­arising­ from­the­Fourth­Industrial­Revolution.­The­optimism­is­tinged­with­apprehension,­though,­given­the­scale­of­today’s­problems­of­accessing­learning­because­of­ the­ongoing­COVID-­19­pandemic­and­the­consequent­loss­of­jobs­and­diminishing­employment­prospects. This­ introductory­ chapter­ explains­ the­ key­ drivers­ of­ the­ new­ learning­ and­ capacity-development­ agenda,­ relating­ to­ the­ presence­ of­ learning­ poverty,­ the­ massive­ skilling­ required­ to­ achieve­ the­ Sustainable­ Development­ Goals­ (SDG)­ and­ the­ challenges­ of­ how­ to­ adapt­ to­ the­ Fourth­ Industrial­ Revolution.­ The­ chapter­will­also­highlight­forces­turbocharging­the­new­learning­futures­–­the­ availability­of­life-­led­learning,­the­energy­generated­by­the­youth­bulge­and­the­ crosswinds­blowing­through­ongoing­environmental­and­health­crises,­caused­by­ climate­change­and­ COVID-­19,­respectively.

Concerns With Global Learning Poverty Even­before­COVID-­19­that­forced­massive­school­closures,­the­world­was­facing­ a­major­education­crisis­in­terms­of­learning poverty,­which­is­defned­as­the­

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percentage­of­10-­year-­olds­who­cannot­read­and­understand­a­simple­story­(World­ Bank,­2019a).­Fifty-­three­percent­of­children­in­developing­countries­cannot­read­ profciently­ by­ age­ 10,­ and­ more­ than­ 617­ million­ (or­ six­ out­ of­ ten­ children)­ did­not­achieve­minimum­profciency­levels­in­mathematics­and­reading­in­2017­ (GPE,­2020).­This­is­the­population­suffering­from­learning­poverty­and­unlikely­ to­fnd­gainful­employment­beyond­manual­labor­and­low-­wage­repetitive­tasks.­ Learning­poverty­is­much­more­insidious­than­the­traditional­defnition­of­poverty­ because­it­effectively­limits­opportunities­for­economic­self-­advancement. Some­ other­ startling­ statistics­ from­ developing­ countries­ (UN,­ n.d.a;­ GPE,­ 2020): •­ •­

•­ •­ •­

Only­60%­of­young­people­would­complete­upper­secondary­education­in­ 2030. Children­in­fragile,­conflict-­affected­countries­are­more than twice as likely to be out of school­than­those­in­countries­not­affected­by­conflict.­In­2017,­four­ million­refugee­children­were­out­of­school. The­situation­is­most­acute­in­sub-­Saharan­African­countries,­where­more than half of children are not enrolled­in­school. In­ 2016,­ 750­ million­ persons­ remained­ illiterate,­ two-­thirds­ of­ whom­ are­ women. Half­of­the­global­illiterate­population­lives­in­South­Asia,­and­a­quarter­lives­ in­sub-­Saharan­Africa.

Learning­ poverty­ has­ been­ accentuated­ during­ the­ ongoing­ COVID-­19­ crisis,­ because­825­million­children­around­the­world­without­access­to­remote­learning­ options­(Radio,­TV­and­Internet)­could­not­receive­classroom­instruction­for­over­ a­year­(Fore,­2020).­The­World­Bank­estimates­a­loss­of­US$10­trillion­in­earnings­ over­the­lifetime­of­this­generation­of­children­and­young­people,­if­urgent­action­ is­not­taken­to­address­the­learning­crisis­(World­Bank,­2020). The­learning­environment­is­further­sullied­by­the­frequent­absence­of­teachers,­ poor­quality­of­instruction­and­other­vulnerabilities­affecting­girl­students.­Fewer­ than­75%­of­teachers­in­one-­third­of­developing­countries­were­trained­according­ to­national­standards­in­2013.­Besides­there­is­currently­an­estimated­vacancy­of­ 20­ million­ qualifed­ teachers­ in­ remotely­ located­ schools.­ By­ 2030,­ developing­ countries­ will­ need­ to­ recruit­ 69­ million­ teachers­ to­ provide­ adequate­ support­ for­ children­ seeking­ education.­ Overall,­ low­ capabilities­ of­ instructors,­ chronic­ malnutrition­ of­ students­ and­ uncertain­ job­ prospects­ for­ the­ minority­ of­ good­ performers­accentuate­learning­poverty­that­endangers­our­efforts­to­build­human­ capital­(skills­needed­for­tomorrow’s­jobs)­(GPE,­2020). Learning­ poverty­ begets­ a­ sense­ of­ hopelessness­ whenever­ a­ learner­ fnds­ courses­too­diffcult­or­economic­pressures­deprive­her­or­him­the­opportunity­to­ complete­schooling.­The­problem­of­dropping­out­is­a­global­one:­for­example,­ even­in­an­advanced­country­like­the­United­States,­as­many­as­30­million­enrolled­

Scale of the Challenge

5

university­students­drop­out­before­completing­their­degrees­(Crow,­2020).­However,­digital­learning,­discussed­in­the­next­chapter,­can­be­a­useful­tool­to­alleviate­ learning­poverty­(Saavedra,­2021).

Sustainable Development Goals (SDG) and 2030 Agenda for Sustainable Development Tackling­learning­poverty­and­inequitable­access­to­quality­education­is­a­global­ priority­ enshrined­ in­ the­ SDG­ on­ Quality­ Education­ (SDG 4),­ which­ enjoins­ all­ countries­ to­ “ensure­ inclusive­ and­ equitable­ quality­ education­ and­ promote­ lifelong­learning­opportunities­for­all”­(UN,­n.d.b).­K-­12­education­is­only­one­ aspect­of­the­problem;­also­concerning­are­large­cohorts­of­youths­with­minimal­ skills­ who­ year­ after­ year­ are­ in­ search­ of­ jobs.­ Moreover,­ the­ ongoing­ Fourth­ Industrial­Revolution­is­automating­many­of­the­repetitive,­low-­skilled­jobs­(Davis,­ 2016).1­In­addition,­technology­is­disrupting­several­well-­established­workstreams,­ such­as­the­recent­announcement­by­the­ CEO­of­General­Motors­that­the­company­will­be­phasing­out­gas-­powered­automotive­engines­by­2035,­which­will­ disrupt­the­car­manufacturing­ecosystem,­a­major­source­of­employment­across­ the­world­(Freeman,­2021). New­ employment­ opportunities­ require­ different­ skills­ and­ competencies­ instead.­Developing­countries­therefore,­apart­from­improving­educational­access­ and­quality,­also­need­to­massively­upskill­and­reskill­their­workforce­by­2030­to­ meet­the­SDGs­(Figure­1.1).

FIGURE 1.1­ Sustainable­Development­Goals

Source:­UNSDG­web­site:­www.un.org/sustainabledevelopment/.­The­content­of­this­publication­ does­not­refect­the­views­of­the­United­ Nations­or­its­offcials­or­Member­States.

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The­17­SDGs­are­interrelated goals­that­require­signifcant­policy,­human­capital­ formation­ and­ behavior­ changes­ –­ with­ less­ than­ ten­ years­ remaining­ to­ achieve­them.­The­UN­refers­to­this­period­as­the­“decade­of­delivery”­to­signal­ key­transformations­to­a­sustainable­world­that­is­also­equitable,­inclusive­and­ promotes­economic­growth.­A­massive­program­of­capacity­development­and­ collaborative­learning­is­required­through­the­engagement­of­all­stakeholders­–­ ranging­ from­ senior­ policy­ makers­ to­ citizens,­ from­ elected­ representatives­ to­ service­ delivery­ providers­ and­ from­ civil­ society­ organizations­ to­ the­ general­ public­and­youth.

The Critical Role of Capacity Development for Achieving the SDGs Capacity­development­is­an­institutional­process­that­involves­both­individuals­and­ organizations­deepening­their­knowledge,­skills­and­experiences­and­then­applying­ learning­to­improve­the­performance­necessary­to­address­emerging­challenges.­ The­solutions­are­often­multi-­sectoral,­arising­from­pandemics­such­as­ COVID­19,­ climate,­ poverty,­ fragility­ and­ conficts.­ Achieving­ the­ SDGs­ is­ particularly­ challenging­in­sub-­Saharan­Africa­because­populations­are­growing­rapidly,­while­ institutions­are­still­fragile­amidst­many­crises. Therefore,­capacity­development­is­a­multidimensional­idea:­provide­support­ to­leadership­development,­build­a­culture­of­risk­taking,­and­create­incentives­ for­continuous­innovations,­all­of­which­are­necessary­for­sustainable­development.­If­the­SDGs­are­to­be­achieved­within­the­next­nine­years,­institutional­ and­ human­ capacity­ in­ the­ least­ developed­ countries­ require­ signifcant­ strengthening. This­ capacity-­building­ process­ does­ not­ usually­ follow­ a­ linear­ pathway­ of­ learning­ from­ single­ sector­ experiences,­ but­ rather­ a­ multilayered­ stacking­ of­ insights­and­infuences­curated­from­several­disciplines­and­practices­(Figure­1.2).­ For­example,­while­an­additional­year­of­schooling­can­increase­a­woman’s­earnings­by­10%­to­20%­(GPE,­2020),­reimagining­K-­12­schooling­for­girls­requires­ actions­on­several­other­fronts,­such­as­improving­instructional­quality,­ensuring­ equitable­ access­ and­ other­ complementary­ steps­ for­ promoting­ gender­ equality­(SDG­5).­Evidence­shows,­for­example,­that­having­women­teachers­increase­ enrollment­rates­of­girls­in­schools,­but­today­only­a­quarter­of­school­teachers­are­ women­(GPE,­2020).­In­addition,­other­relevant­goals­need­to­be­factored­in,­such­­ as­dealing­with­poverty­eradication,­improved­nutrition,­improved­hygiene­practices,­nutritious­meals­in­schools­for­poor­students­(SDG­1,­2­and­3)­and­installing­ clean­toilets­(SDG­6)­(Jagannathan,­2018).

Multi-Layered Capacity Development for Diverse Stakeholders Achieving­the­ambitious­SDG­targets­requires­multiple­layers­of­capacity­building­ for­diverse­stakeholders­that­include­policy­makers,­practitioners,­academia,­civil­

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FIGURE 1.2­ Interrelationship­between­SDG­4­and­other­SDGs

Source:­Author­generated.

society­ and­ every­ individual­ (Jagannathan,­ 2019).­ Figure­ 1.3­ identifes­ six­ key­ areas­for­capacity­building,­which­are­elaborated­next­(World­Bank,­2011). •­

•­

The­first­row­describes­the­importance­of­raising­awareness,­by­communicating­ core­ messages­ to­ reach­ many­ constituencies.­ For­ example,­ to­ improve­ the­access­of­the­urban­poor­to­affordable­housing­(SDG­11),­awareness­must­ be­raised­on­technology­applications­in­the­financial­sector­(fintech),­which­ enable­a­part­of­the­daily­wages­to­be­automatically­garnished­to­repaying­ mortgages­and­other­loans. The­ second­ to­ the­ fourth­ rows­ describe­ the­ key­ steps­ that­ will­ ensure­ the­ effective­delivery­of­SDGs.­These­include­beneficiary­participation­in­decision­ making,­learning­about­good­practices­from­other­countries­and­knowledge­ sharing­with­peers­to­gain­insights­on­implementation­challenges,­including­ lessons­from­failures.

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Sheila Jagannathan

FIGURE 1.3­ Areas­for­capacity­building

Source:­Author­generated.

•­

•­

The­fifth­row­identifies­the­specific­skills­required­to­achieve­each­of­the­SDGs.­ For­example,­under­SDG­4,­a­primary­school­teacher­will­require­training­on­ how­to­leverage­digital­content­and­pedagogical­innovations­to­infuse­creative­ thinking­among­young­children,­instead­of­rote­memorization.­Equally­important­is­for­the­trainers­of­these­teachers­to­have­access­to­data­and­feedback­that­ validates­whether­the­intended­behavior­changes­did­take­place­after­the­training­ended­and­to­be­able­to­make­evidenced-­based­decisions. The­ last­ row­ highlights­ the­ importance­ of­ peer-­to-­peer­ networks­ or­ communities­ of­ practice­ in­ promoting­ collaborative­ learning.­ For­ example,­ the­ insights­from­communities­who­have­successfully­managed­rural­water­supply­ facilities­(SDG­6)­could­be­helpful­when­new­rural­water­supply­investments­ are­being­designed­in­other­parts­of­the­country­or­world.

Managing Disruptions Caused by the Fourth Industrial Revolution The­ Fourth­ Industrial­ Revolution­ represents­ entirely­ new­ ways­ in­ which­ technology­becomes­embedded­within­societies­and­even­in­our­human­bodies.­ Examples­ include­ genome­ editing,­ new­ forms­ of­ machine­ intelligence,­ breakthrough­materials­and­approaches­to­governance­that­rely­on­cryptographic­methods­such­as­the­blockchain. (Davis, 2016, para 3)

Disruptions­ caused­ by­ the­ Fourth­ Industrial­ Revolution­ affect­ the­ entire­ global­ community,­ but­ it­ is­ particularly­ disruptive­ for­ workers­ engaged­ in­

Scale of the Challenge

9

repetitive­ tasks.­ McKinsey­ (2017)­ estimates­ that­ by­ 2030,­ about­ 14%­ of­ the­global­workforce­or­375­million­persons­will­lose­their­jobs­because­of­ automation.­These­persons­will­need­to­upskill­or­reskill­to­access­new­jobs­ arising­ out­ of­ digitization,­ and­ advances­ in­ automation.­ A­ silver­ lining­ of­ the­ COVID-­19­pandemic­has­been­greater­familiarity­and­experience­with­ digital­ tools.­ According­ to­ a­ recent­ survey­ (Mckinsey,­ 2020),­ digital­ uptake­ during­the­pandemic­accelerated­five­to­seven­years­at­both­the­individual­and­ organizational­levels. An­individual’s­agility­to­switch­careers­will­depend­on­how­effectively­requisite­ competencies­ and­ skills­ for­ the­ new­ job­ are­ acquired­ to­ respond­ to­ the­ exponential­ speed­ of­ change.­ To­ stay­ relevant,­ adult­ learners­ will­ have­ to­ learn­ continuously­if­they­are­to­move­in­and­out­of­jobs.­Human­capital­will­no­longer­ be­acquired­through­a­dedicated­period­of­investments,­from­K­to­12­and­upon­ completion­ of­ university­ degrees,­ but­ instead­ from­ “the­ knowledge,­ skills,­ and­ health­ that­ people­ accumulate­ throughout­ their­ lives,­ enabling­ them­ to­ realize­ their­potential­as­productive­members­of­society”­(World­Bank,­2018).

“The 60YC meta-curriculum is a new way of thinking about education that is flexible, nimble and adapts to the realities of frequent job disruptions, with a focus on capabilities and not just qualifications.”

Accessing­life-­led,­continuous­learning­prepares­a­person­to­switch­careers­if­ needed­ by­ seeking­ new­ work­ opportunities.­ Contrast­ this­ “new­ normal”­ with­ long-­held­beliefs­that­upfront­human­capital­investment­made­through­20+­years­ of­schooling­is­adequate­to­ensure­job­security­throughout­a­person’s­working­life,­ supplemented­by­some­job­training.­The­ “new­normal,”­by­contrast,­envisages­a­ much­longer­work­life­(possibly­extending­to­50­or­60­years­with­many­career­ changes).

60-Year Curriculum Offers New Life-Led Learning in the Digital Economy Chris­Dede­(Dede­and­Richards,­2020),­a­contributing­author­in­this­book,­notes­ that­the­ “60­Year­curriculum”­(60YC)­lays­out­an­alternative­roadmap­to­upskill­ or­reskill­oneself­continuously­to­respond­to­the­future­of­work­uncertainties.­The­ 60YC­questions­the­current­paradigm­of­frontloading­education­during­the­frst­ two­decades­of­one’s­life,­followed­by­a­long­work-­life­assuming­stable­careers­and­ a­third­retirement­phase.­The­thesis­is­that­a­typical­millennial­of­today­will­have­ to­switch­several­careers­because­the­jobs­of­today­may­disappear­tomorrow.­Some­ “unlearning”­is­also­required­to­prepare­for­new­work­opportunities­that­have­little­

10 Sheila Jagannathan

in­common­with­previous­job­roles­and­responsibilities.­The­new­normal­profle­is­ of­an­agile,­adult­learner­who­balances­competing­pressures­on­time­to­learn­what­ is­needed,­at­his­or­her­own­time­and­pace.­Five­to­seven­career­changes­may­occur­ over­a­work-­life­extending­between­50­and­60­years. The­60YC­meta-curriculum­is­a­new­way­of­thinking­about­education­that­is­fexible,­nimble­and­adapts­to­the­realities­of­frequent­job­disruptions,­with­a­focus­on­ capabilities­and­not­just­qualifcations.­Learning­institutions­need­to­design­creative­ and­fexible­learning­offerings,­available­throughout­one’s­lifespan­and­not­just­during­K-­12­and­college.­Each­element­in­the­60YC­will­be­mediated­by­new­forms­of­ technology,­which­is­described­as­the­“new­academic­stack”­(Agarwal,­2020). As­Banon­(2018)­notes,­it­will­be­impossible­to­track­even­a­single­learner­across­ decades­of­life­without­reimagining­how­digital­infrastructure­can­help.­Mobile­ technology,­artifcial­intelligence­and­new­forms­of­delivery­will­be­commonplace­ in­ the­ 60YC.­ In­ addition,­ new­ ways­ of­ unbundling­ degrees­ into­ capacity­ and­ competency­ validation­ (such­ as­ mini-­degrees­ and­ specializations)­ or­ alternative­ credentials­(such­as­badges­and­micro-­credentials)­are­evolving­and­can­be­accumulated­throughout­one’s­life. An­ illustration­ of­ the­ 60YC­ is­ the­ massive­ expansion­ of­ older­ learners.­ The Economist­ (2018)­ estimates­ that­ there­ are­ now­ more­ than­ 70,000­ institutions­ in­ China­for­older­learners.­Some­of­these­institutions­are­harder­to­get­into­because­ of­demand­than­most­exclusive­universities.­In­some­provinces,­only­one­of­every­ 16­applicants­is­admitted.

Tackling Climate Change Crosswinds Climate­change­is­an­external­driver­that­is­already­upending­lifestyles­and­livelihoods­ in­ many­ parts­ of­ the­ world.­ Extreme­ weather­ events­ that­ used­ to­ occur­ once­in­500­years,­such­as­prolonged­droughts,­storm­surges,­snowstorms­and­hurricanes,­now­occur­with­disturbing­regularity­across­the­world­and­in­unexpected­ ways. Learning­how­to­substitute­renewable,­clean­energy­for­fossil­fuels­or­how­to­ build­community­resilience­to­climate-­induced­weather­events­requires­behavioral changes­that­affect­lifestyles­and­impact­livelihoods. •­

•­

The­ first­ step­ is­ to­ raise­ global­ awareness­ on­ the­ causes­ and­ consequences­ of­ climate­ change­ by­ curating­ relevant­ messages­ in­ simple­ language­ from­ scientific­studies,­such­as­the­various­Inter-­Governmental­Panels­for­ Climate­ Change­(IPCC)­reports­into­actionable­ideas. The­second­step­is­to­persuade­individuals­and­institutions­through­learning­ to­reduce­their­respective­carbon­footprints­by­switching­to­renewable­sources­ of­energy­and­by­changing­lifestyles,­such­as­using­low-­carbon­transit­instead­ of­cars­and­two-wheelers,­investing­in­passive­construction­technologies­and­ even­altering­diets­to­reduce­the­carbon­footprints­of­food­products.

Scale of the Challenge

•­

11

A­third­step­is­to­work­on­specific­solutions­that­build­resilience­to­climate­ change.­For­example,­even­subsistence­communities,­such­as­herders,­farmers­ and­fishers,­need­to­learn­how­to­adapt­lives­and­livelihoods­to­unpredictable­ variability­in­weather.

Equally­signifcant­are­changes­in­laws­and­regulations­that­promote­climate-­ friendly­development,­along­with­fnancial­and­technological­innovations­that­ will­cap­global­warming­below­1.5­degrees­ Celsius.­The­capacity­of­technology­ to­ effciently­ process­ big­ data­ through­ the­ Internet­ of­ Things­ (IoT),­ 5G­ and­utilization­of­machine­learning­provides­much­of­the­content­for­climate­ change­debates.­Still,­pedagogical­design­innovations­can­help­global­stakeholders­learn,­contribute­and­co-create­solutions­to­climate­mitigation­and­climate­ adaptation. Upskilling­ and­ reskilling­ therefore­ become­ a­ priority­ for­ all­ global­ citizens,­ rich­ and­ poor­ alike.­ Changing­ attitudes­ and­ beliefs­ requires­ awareness­ raising,­ structured­ learning,­ knowledge­ sharing­ and­ capacity­ building­ (WEF,­ 2019).­Rapid­Transition­Alliance­(2020)­highlights­the­importance­of­educating­girls­to­address­climate­challenges­because­that­could­result­in­a­reduction­ in­emissions­of­51­gigatons­by­2050­through­impacts­cascading­on­families­and­ communities.

Youth Bulge – How Skills, Education Can Accelerate Employability Today’s­booming­youth­populations­can­be­good­news­for­the­economy;­if­ young­people­are­healthy,­educated­and­productive,­there­are­more­people­to­ do­the­kind­of­innovative­work­that­stimulates­rapid­growth. (Gates Foundation, 2019)

Niger,­in­West­Africa,­has­the­distinction­of­having­the­world’s­highest­birth­rate:­ every­woman­has­an­average­of­7.2­children,­and­the­population­is­projected­to­triple­by­2050­(May,­2019).­Many­other­developing­countries­will­have­large­cohorts­ of­young­people­entering­the­workforce­over­the­next­three­decades­because­birth­ rates­take­time­to­decline­while­healthcare­improvements­are­lowering­infant­and­ child­ mortality­ rates.­ These­ statistical­ trends­ create­ a­ youth bulge­ that­ is­ either­ human­energy­waiting­to­be­harnessed­for­productive­use­or­dissipated­through­ violence­and­confict. For­the­youth­bulge­entrants,­many­of­whom­are­constrained­by­learning­poverty,­low-­paid­jobs­currently­offer­stable­careers­and­incomes­that­may­not­exist­ for­ long.­ It­ is­ vital­ to­ develop­ policies­ that­ enable­ these­ persons­ to­ overcome­ learning­poverty­and­access­the­60YC.­For­example,­India­needs­to­fnd­jobs­for­ about­12­million­youths­entering­the­job­market­every­year.­Skills­development­for­ preparing­youths­to­access­emerging­job­opportunities­has­become­an­important­

12 Sheila Jagannathan

policy­priority­of­the­government­(Kumar,­2018).­Policy­actions­need­to­create­ country-­wide­ecosystems­that­support­not­only­access­to­quality­K-­12­education,­ but­also­institutional­mechanisms­for­these­persons­to­acquire­employable­skills­ and­capabilities.­Otherwise,­there­is­an­ever-­present­risk­of­youthful­energy­being­ dissipated­through­social­alienation­and­violence.

BOX 1.1 FUTURE OF WORK HIGHLIGHTS FROM THE WORLD DEVELOPMENT REPORT 2019 The future of work is linked with the agility with which technological opportunities are leveraged by policy makers, organizations and individuals. For example, firms could grow because digitization expands access to markets and geographies, digital platforms create income-earning opportunities in the shared economy, public services can respond to individual needs. Many of these new jobs can be accessed by any person who has upskilled or reskilled him- or herself to meet the changing work requirements. Workers with good problem-solving, teamwork and adaptability skills acquire this agility through continuous learning. Policy makers need to develop programs for ALL, including disadvantaged groups to acquire the requisite high-order cognitive and sociobehavioral skills. For example, employers will typically be looking for job seekers who learn quickly, combine, analyze, problem-solve, create and adjust. The Report states: Employee value won’t be in how many hours they sat at a checkout as a cashier, how many coffees they served, cars they assembled, or accident-free bus routes they drove. It will be a question of how employees can add value to a company and to society in a world where predictable jobs will be mostly gone while unpredictability, complexity, and creativity dominate. (World Bank, 2019b, WDR)

Skills Are the New Currency in the Labor Market Technological­ changes­ propelled­ by­ the­ Fourth­ Industrial­ Revolution­ are­ rendering­many­existing­competencies­and­skills­redundant.­However,­they­are­also­ opening­up­sustainable­career­opportunities­to­persons­who­have­cultivated­the­ right­skills,­expertise­and­mindsets­to­adapt­to­these­ongoing­changes.­Intelligent­ digital­automation­is­disrupting­safe­jobs­and­careers,­but­can­be­leveraged­by­persons­with­fexible­mindsets­invested­in­life-­led­learning.­Realistically,­the­only­way­ to­navigate­the­various­challenges­outlined­in­this­chapter­is­to­reskill­continuously­

Scale of the Challenge

13

to­access­employment­and­a­path­to­economic­independence.­These­new­skills­ attach­value­to­life­skills,­such­as­teamwork,­creativity­and­innovation,­as­essential­ to­survive­in­a­human­+­machine­world.

Close the Skills Gap via an Agile and Scaled-Up TechnologyBased Approach Given­the­scale­of­the­challenge,­traditional­in-­person­approaches­to­skilling­and­ reskilling­ will­ not­ work;­ leveraging­ technology­ is­ the­ only­ solution­ possible­ to­ provide­high-­quality­learning­(skilling)­at­a­massive­scale. New­technology-­based­delivery­models­reduce­the­number­of­teachers­needed­ while­ enabling­ the­ existing­ complement­ of­ educators­ equipped­ with­ better­ instructional­tools­to­make­meaningful­headway­toward­achieving­SDG­4.­Importantly,­these­delivery­models­have­the­potential­of­scaling­up­reach­with­impact­ for­ multiple­ constituencies.­ EdTech­ start-­ups­ and­ innovators­ have­ been­ on­ the­ forefront­ in­ demonstrating­ how­ technology­ and­ pedagogy­ can­ unlock­ learning­ opportunities­and­provide­points­of­access­to­quality­education. Successful­ reskilling­ efforts­ need­ to­ focus­ on­ three­ groups­ of­ stakeholders­ through­customized­learning­and­skills­pathways: •­

•­

•­

Individuals:­closing­the­skills­gap­is­a­priority­across­the­economy,­not­only­in­ terms­of­technical­skills­but­also­soft­skills.­Some­targeted­groups­who­could­ benefit­ are:­ (a)­ existing­ workforce­ participants,­ whose­ ongoing­ careers­ are­ affected­by­job­displacements­through­digitization,­robotics­and­other­drivers­of­ the­ongoing­Fourth­Industrial­Revolution;­(b)­new­entrants­to­the­labor­market­ including­members­of­the­youth­bulge­entering­labor­markets­amidst­deep­disruptions­in­traditional­jobs­they­were­competing­for,­and­(c)­female­labor­force­ participants,­another­equally­important­constituency­–­who­could,­post-­skilling,­ access­higher-­paying­work­from­homes­while­having­a­work-­life­balance. Organizations:­employer­organizations­need­to­leverage­technology-­based­learning­programs­to­maintain­a­continuous­bench­of­upskilled­employees,­rather­ than­terminating­their­job­contracts­and­hiring­anew.­A­supportive­strategy­of­ retaining­employees­who­have­reskilled­or­upskilled­themselves­is­cost-­effective.­ It­is­also­far­less­disruptive­than­terminating­employment­and­hiring­afresh­from­ the­already­tight­labor­markets­for­the­new­jobs­created­through­digitization. Policy makers:­at­the­policy­level,­governments­and­regulators­also­need­to­be­ updated­with­the­latest­developments­and­policy­trends­on­how­the­future­of­ work­and­learning­can­be­sustainably­promoted,­notably­because­of­changes­ brought­ about­ by­ digitization,­ EdTech2­ advances,­ pedagogic­ innovations­ and­globalized­marketplaces.­To­improve­economic­prospects­for­the­global­ workforce,­ the­ World­ Economic­ Forum,­ in­ partnership­ with­ LinkedIn,­ has­ identified­ a­ “skills­ genome”­ that­ builds­ and­ tracks­ supply­ and­ demand­ for­ over­ 50,000­ cross-­functional­ skills­ identified­ in­ local­ markets­ and­ relevant­

14 Sheila Jagannathan

for­geographic­areas,­job­functions­and­industries.­These­insights­will­enable­ governments­ and­ learning­ organizations­ to­ identify­ and­ plan­ for­ emerging­ job­opportunities­(WEF,­2020).3 To­sum­up,­as­the­Fourth­Industrial­Revolution­and­other­shifts­create­new­demands­ on­labor­markets,­education­and­massive­reskilling­will­be­crucial­to­foster­inclusive­ economic­growth,­eradicate­poverty­and­leapfrog­to­a­future­of­opportunity­for­ all.­Education­needs­to­be­viewed­as­a­collective­enterprise,­which­will­fourish­if­ individuals­and­organizations­proactively­seize­the­available­learning­opportunities­ to­invest­in­their­own­futures.­This­book,­with­contributions­by­eminent­academics­ and­practitioners­in­EdTech,­data­science,­education­and­capacity­building,­will­help­ organizations­reimagine­education­models­to­prepare­learners­to­thrive­in­the­21stcentury­and­create­a­closer­link­between­education­and­employment.

Notes 1­ “Fourth­Industrial­Revolution,­a­new­era­that­builds­and­extends­the­impact­of­digitization­ in­ new­ and­ unanticipated­ ways.”­ World­ Economic­ Forum,­ January­ 2016.­ www. weforum.org/agenda/2016/01/what-­is-­the-­fourth-­industrial-­revolution/. 2­ EdTech­or­Educational­technology­is­the­combined­use­of­computer­hardware,­software,­ and­educational­theory­and­practice­to­facilitate­learning­(Wikipedia). 3­ The­ World­ Development­ Report­ (WDR),­ 2019:­ The­ Changing­ Nature­ of­ Work.­ World­Bank­(op.cit.)­identifies­the­key­priorities­with­regard­to­all­three­constituencies.­ Retrieved­from­www.worldbank.org/en/publication/wdr2019.

References Agarwal,­ A.­ (2020,­ January).­ Stackable,­ modular­ learning:­ Education­ built­ for­ the­ future­ of­­ work.­ Forbes.­ Retrieved­ from­ https://blog.edx.org/stackable-­modular-­learning-­education-­ ­built-­future-­work/ Banon,­ R.­ (2018,­ November).­ Learning­ for­ a­ lifetime.­ Inside Higher Ed.­ Retrieved­ from­ www.insidehighered.com/views/2018/11/16/why-­longer-­lives-­require-­relevant-­­ accessible-­curricula-­throughout-­long-­careers Crow,­M.­(2020,­June).­Michael­Crow:­Crisis­should­herald­cooperation­and­differentiation.­ The World University Rankings.­Retrieved­from­www.timeshighereducation.com/news/ michael-­crow-­crisis-­should-­herald-­cooperation-­and-­differentiation#survey-­answer Davis,­ N.­ (2016).­ What­ is­ the­ fourth­ industrial­ revolution?­ World Economic Forum.­ Retrieved­ from­ www.weforum.org/agenda/2016/01/what-­is-­the-­fourth-­industrial-­ ­revolution/ Dede,­ C.­and­Richards,­ J.­(2020).­The 60-Year Curriculum New Models for Lifelong Learning in the Digital Economy.­ Routledge,­ New­ York.­ Retrieved­ from­ www.routledge. com/The-­60-­Year-­Curriculum-­New-­Models-­for-­Lifelong-­Learning-­in-­the-­Digital/ Dede-­Richards/p/book/9780367821272 The­Economist.­(2018,­August).­Why­universities­for­the­elderly­are­booming­in­China.­The Economist.­Retrieved­from­https://www.economist.com/the-­economist-­explains/2018/­ 08/16/why-­universities-­for-­the-­elderly-­are-­booming-­in-­china

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Fore,­H.­H.­(2020,­ January).­Digital Learning Can Help Us Close the Global Education Gap. This Is how.­ World­ Economic­ Forum.­ Retrieved­ from­ https://www.weforum.org/ agenda/2021/01/think-­education-­is-­a-­matter-­for-­governments-­alone-­think-­again/ Freeman,­ J.­ (2021,­ February).­ General­ motors­ is­ counting­ on­ your­ loving­ electric­ cars.­ The New York Times.­Retrieved­from­https://www.nytimes.com/2021/02/02/opinion/ GM-­electric-­cars.html Gates­Foundation.­(2019).­Examining Inequality: How Geography and Gender Stack the Deck for (or against) You.­ Goalkeepers­ Report.­ Retrieved­ from­ www.gatesfoundation.org/ goalkeepers/report/2019-­report/#ExaminingInequality GPE,­Global­Partnership­for­Education.­(2020).­Education Data Highlights.­Retrieved­from­ www.globalpartnership.org/results/education-­data-­highlights Jagannathan,­ S.­ (2018,­ December).­ Future­ of­ work­ in­ a­ globalized­ world,­ relevance­ of­ MOOCs­ for­ continuous­ learning.­ In­ M.­ G.­ Moore­ and­ W.­ C.­ Diehl,­ Handbook of Distance Education,­4th­ed.­Routledge­Press,­ New­York.­E-­book­ISBN­9781315296135 Jagannathan.­ S.­ (2019).­ Open­ education­ in­ the­ World­ Bank:­ A­ signifcant­ dividend­ for­ development.­In­Ke­Zhang­et­al.,­MOOCs and Open Education Across Emerging Economies: Challenges,Successes,and Opportunities.­Routledge­Press,­New­York.­ISBN­9780367025779 Kumar,­M.­(2018,­August).­Personal­communication May,­ J.­(2019,­March).­ Niger­has­the­world’s­highest­birth­rate­and­that­may­be­a­recipe­ for­ unrest.­ The Conversation.­ Retrieved­ from­ https://theconversation.com/niger-­has-­ ­the-­worlds-­highest-­birth-­rate-­and-­that-­may-­be-­a-­recipe-­for-­unrest-­108654 McKinsey.­(2017).­Jobs Lost, Jobs Gained: What the Future of Work Will Mean for Jobs,Skills,and Wages.­McKinsey­&­Co.­Retrieved­from­https://www.mckinsey.com/featured-­insights/ future-­o f-­work/jobs-­lost-­jobs-­g ained-­w hat-­t he-­f uture-­o f-­work-­w ill-­m ean-­f or-­ ­jobs-­skills-­and-­wages McKinsey.­ (2020).­ How COVID-19 Has Pushed Companies over the Technology Tipping Point – and Transformed Business Forever.­ McKinsey­ &­ Co.­ Retrieved­ from­ https:// www.mckinsey.com/business-­functions/strategy-­and-­corporate-­fnance/our-­insights/ how-­c ovid-­1 9-­h as-­p ushed-­c ompanies-­over-­t he-­t echnology-­t ipping-­p oint-­a nd-­ transformed-­business-­forever Patrinos,­ H.­ (2016,­ May).­ Why Education Matters for Economic Development.­ World­ Bank.­ Retrieved­ from­ https://blogs.worldbank.org/education/why-­education-­matters-­­ economic-­development Rapid­Transition­Alliance.­(2020,­ January).­Educating Girls Is More Effective in the Climate Emergency than Many Green Technologies.­ Rapid­ Transition­ Alliance.­ Retrieved­ from­ https://www.rapidtransition.org/stories/educating-­g irls-­is-­more-­effective-­in-­the-­ climate-­emergency-­than-­many-­g reen-­technologies/ Saavedra,­ J.­(2021,­February).­10 Ways to Ensure Equal Learning for All Post-COVID.­World­ Economic­Forum.­Retrieved­from­https://www.weforum.org/agenda/2021/02/covid-­ 19-­learning-­opportunity-­education-­equality-­disadvantaged-­children-­resources-­equity UN.­ (n.d.a)­ Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All.­ UN.­ Retrieved­ from­ https://unstats.un.org/sdgs/report/2019/ goal-­04/ UN.­(n.d.b)­Sustainable Development Goals: Quality Education.­UN.­Retrieved­from­www. un.org/sustainabledevelopment/education/ WEF.­(2019).­Towards a Reskilling Revolution Industry-Led Action for the Future of Work.­Centre­ for­ New­ Economy­ and­ Society­ Insight­ Report.­ World­ Economic­ Forum.­ Retrieved­ from­www3.weforum.org/docs/WEF_Towards_a_Reskilling_Revolution.pdf

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WEF.­ (2020,­ October).­ The Future of Jobs Report 2020.­ WEF,­ Cologny,­ Switzerland.­ Retrieved­from­http://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf World­ Bank.­ (2011). Overview of WBI’s Capacity Development and Results Framework: Approach to Guide the Assessment, Design, Monitoring, and Evaluation of Capacity Development” Efforts.­World­Bank.­Retrieved­from­http://documents1.worldbank.org/curated/ pt/106621467998824685/pdf/80635-­WP-­Overview-­of-­Capacity-­Development-­and-­ Results-­Framework-­0-­Box-­377295B-­PUBLIC.pdf World­Bank.­(2018). About the Human Capital Project.­World­Bank.­Retrieved­from­www. worldbank.org/en/publication/human-­capital/brief/about-­hcp World­Bank.­(2019a,­ November).­Ending Learning Poverty: A Target to Galvanize Action on Literacy.­World­Bank.­Retrieved­from­www.worldbank.org/en/news/immersive-­story/­ 2019/11/06/a-­learning-­target-­for-­a-­learning-­revolution World­Bank.­(2019b).­World Development Report (WDR) 2019: The Changing Nature of Work.­ World­Bank.­Retrieved­from­www.worldbank.org/en/publication/wdr2019 World­Bank.­(2020,­June).­COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings.­The­World­Bank.­Retrieved­from­https://www.worldbank. org/en/news/press-­release/2020/06/18/covid-­19-­could-­lead-­to-­permanent-­loss-­in-­ learning-­and-­trillions-­of-­dollars-­in-­lost-­earnings

2 THE DIGITAL LEARNING OPPORTUNITY Sheila Jagannathan

As­ technology­ disrupts­ daily­ lives­ across­ the­ planet,­ a­ parallel­ transformation­ is­ ­taking­place­in­the­education­and­capacity-­building­sectors,­notably­recalibrating­ the­way­teaching­and­learning­are­being­delivered­at­scale.­Worldwide­investments­ in­ EdTech­ in­ 2019­ totaled­ US$18.66­ billion­ and­ is­ estimated­ to­ grow­ twenty-­ fold­to­US$350­billion­by­2025,­accelerated­by­the­demand­surge­following­the­ COVID-­19­pandemic­in­2020­(Bouchon,­Toumi,­2020).

More Changes in Learning in the Last Decade Than the Past Millennium Elliot­ Maise­ (2018,­ para­ 3)­ notes­ that­ we­ must­ celebrate­ the­ rise­ of­ innovation­ in­learning:­ “In­fact,­our­learners­are­leading­and­pushing­innovation­–­as­they­ expand­and­evolve­their­approaches­to­curiosity,­discovery­and­information.” Just­ as­ learning­ and­ learners­ are­ occupying­ center stage,­ major­ accompanying­ shifts­ have­ taken­ place­ in­ content­ formats,­ pedagogic­ approaches,­ technology­ frameworks,­ design­ experiences,­ learner­ expectations,­ analytics,­ business­ models,­ partnerships­and­learning­roles.­These­shifts­were­made­possible­by­disruptive­educational­technologies­(EdTech)­including­Internet­of­Things,­the­mobile­Internet,­ big­data,­artifcial­intelligence­(AI),­machine­learning­(ML),­5G,­and­other­innovations.­As­Professor­Anant­Agarwal,­ CEO­of­EdX,­states,­ “The­latest­teaching­and­ learning­research­shows­that­learning­online­often­results­in­similar­or­better­outcomes­than­the­traditional­classroom­setting­because­of­its­fexibility,­personalized­ pacing­and­instant­feedback,­all­based­on­the­latest­in­cognitive­science­learning”­ (Agarwal,­2020a,­para­4).

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“Just as learning and learners are occupying center stage, major accompanying shifts have taken place in content formats, pedagogic approaches, technology frameworks, design experiences, learner expectations, analytics, business models, partnerships and learning roles.”

EdTech­innovations­place­learning­at­the­fngertips­of­people­in­every­part­ of­ the­ world.­ Learners­ now­ use­ technology­ to­ connect­ with­ experts­ or­ with­ peers­who­face­similar­challenges.­ Curation­of­resources­is­taking­place­at­the­ point­of­need,­blurring the lines between work, learning and life.­By­using­mobile,­ social­media­channels­and­classrooms­on­the­cloud,­continuous­learning­is­possible,­at­a­fexible­time,­place­and­pace,­and­in­personalized­ways­that­no­longer­ require­waiting­for­annual­or­periodic­training­events.­The­role­of­technology­ has­become­crucial­because­it­enhances­the­quality­and­agility­of­the­learning­ experience,­ encourages­ inclusivity­ –­ all­ made­ possible­ at­ a­ massive­ scale­ and­ lower­cost. Innovations­in­pedagogical­design­also­facilitate­seamless­interactivity­between­ the­ instructor­ and­ the­ learner.­ The­ teacher­ today­ has­ available­ many­ innovative­teaching­approaches­to­choose­from,­such­as­Massive­Open­Online­ Courses­ (MOOCs),­ fipped­ classrooms,­ learning­ labs­ and­ on-­the-­job­ learning­ tools.­ New,­ collaborative­ and­ active­ learning­ spaces­ are­ also­ being­ created­ to­ prepare­ the­learner­for­the­world­of­work.­The­effectiveness­of­these­approaches­can­be­ tracked­through­big­data­analytics­made­possible­by­digitization. The­evidence­generated­by­data­facilitates­a­better­understanding­of­the­learning­process­and­thereby­ensures­continuous­improvements­in­design­and­delivery.­ Teachers­ can­ deliver­ personalized­ feedback­ to­ learners,­ set­ realistic­ targets,­ and­ receive­learner­feedback­on­course­content,­all­of­which­contribute­to­improving­ individual­ learning­ experiences.­ Virtual­ Reality­ (VR)­ and­ serious­ games­ enable­ immersive­learning­and­further­improve­the­quality­of­the­experiences­through­ the­power­of­presence­and­real-­world­practice.­In­the­near­future,­learning­ecosystems­are­expected­to­be­drastically­reshaped­through­AI­into­personalized­learning­ pathways.

COVID-19 – an Unexpected Silver Lining for Digital Learning The­ COVID-­19­ pandemic­ in­ 2020­ disrupted­ work,­ enforced­ social­ distancing­ and­forcibly­pivoted­the­entire­global­educational­system­from­in-­person­to­digital­ learning­almost­overnight.­Before­the­pandemic,­only­a­very­small­proportion­of­ global­learners­used­online­learning,­but­in­March­2020­the­entire­learning­community­had­to­switch­to­online­learning.

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Such­a­rapid­transition­has­predictably­resulted­in­variable­quality,­ranging­from­ creative­and­good-­quality­learning­programs­to­lectures­simply­cast­online­via­Zoom­ and­other­web­conferencing­tools.­COVID-­19­has­therefore­intensifed­pressures­on­ educationists­and­policy­makers­to­explore­immediate­solutions­to­replace­in-­person­ classrooms­and­sparked­one­of­the­world’s­most­signifcant­EdTech­implementations­ overnight.­The­transition­was­facilitated­by­EdTech­innovations­which­had­already­ established­a­solid­track­record­of­effective­online­learning,­as­evidenced­by­creative­ examples­in­many­countries­(Tam,­El-­Azar,­2020): •­ •­ •­ •­ •­ •­

•­

Students­in­India­participated­in­robotics­classes­via­Edx­MOOCs. Hong­Kong­schools­continued­studies­using­interactive­apps. Rural­villages­in­Ghana­used­video­to­access­quality­teachers. 120­million­ Chinese­accessed­learning­via­live­television­broadcasts. Nigerian­schools­used­asynchronous­tools­(such­as­readings­via­Google­Classroom),­complemented­with­real-­time­video-­based­instruction. Lebanese­students­continued­their­physical­education­classes­online­by­recording­ videos­ and­ sharing­ with­ their­ teachers­ for­ feedback­ while­ at­ the­ same­ time­acquiring­new­digital­skills. In­the­US,­students­used­headsets­to­interact­with­each­other­in­Virtual­Reality­ settings.

BOX 2.1 COVID-19 A SILVER LINING A professor at New York University’s Tisch School of the Arts taught a drama course that allows students to act with each other in virtual reality using Oculus Quest headsets. A music professor at Stanford trained his students on software that allows musicians in different locations to perform together using Internet streaming. Professors are pioneering new methods and EdTech companies are developing platforms at a pace not seen before, providing a glimpse into the untapped potential of online education. Not to be forgotten, of course, is the fact that just a few years ago, a transition to online learning at the current scale would have been unimaginable. (Taparia, 2020, para 7)

In­sum,­COVID-­19­has­nudged­and­pushed­the­educational­community­for­change­ that­includes: •­ •­

Pivoting­around­1.2­billion­students­from­186­countries­to­learn­remotely. Catalyzing­the­education­sector­(which­has­been­historically­slow­to­reform­ for­ decades)­ to­ reimagine­ new­ models­ and­ maps­ of­ teaching­ and­ learning­ more­suited­for­the­21st-century.

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•­

Highlighting­the­urgency,­post-­COVID,­of­building­back­inclusive­and­equitable­ learning­ systems­ to­ bridge­ the­ widening­ learning­ poverty­ caused­ by­ inequitable­access­to­technology,­Internet,­etc.

Blended Learning Is Becoming the New Normal Professor­Anant­Agarwal­says­that­after­experiencing­the­benefts­frsthand­during­ COVID-­19,­ blended­ learning­ will­ become­ the­ new­ normal­ for­ education­ post-­COVID-­19.­ He­ expects­ most­ universities­ will­ have­ “roughly­ 40–50%­ of­ online­ activities­ co-­mingled­ with­ in-­person­ work­ after­ the­ pandemic­ is­ over”­ (Agarwal,­2020b,­para­11).­Bates’­Principle­of­Equal­Substitution­suggests­that­“we­­ should­now­reverse­current­practice­and­treat­online­learning­rather­than­classroom­teaching­as­the­default­mode”­(Bates,­2015,­p.­315).­However,­pre-­requisites­ to­succeed­are­digital­access­through­reliable­Internet,­pedagogical­design­innovations­to­keep­the­infow­of­quality­and­cutting-­edge­learning­materials. When­digital­learning­emerged­in­the­1990s­and­2000s,­it­was­viewed­as­an­ inferior­form­of­education­because­of­the­poor­quality­of­curricula,­lack­of­human­ interactions­(student-­teacher­and­student-­student)­and­uneven­access­to­the­Internet­ and­ electricity­ (for­ many­ of­ the­ developing­ country­ learners).­ It­ was­ only­ in­ 2015,­ when­ leading­ universities­ such­ as­ Harvard,­ Massachusetts­ Institute­ of­ Technology,­ Stanford,­ Oxford­ and­ other­ global­ academic­ institutions­ launched­ MOOCs­as­a­way­to­upskill­on­hard­skills­(such­as­data­science­and­software­programming)­and­soft­skills­(such­as­critical­thinking­and­leadership)­that­a­more­ positive­perception­of­digital­learning­emerged. COVID-­19­ emerged­ as­ an­ infection point­ for­ digital­ learning.­ According­ to­ UNESCO­(2020),­one­and­a­half­billion­students­around­the­world­participated­in­ remote­learning­at­the­height­of­the­pandemic­in­March­2020.­The­NexGen­digital­learning­is­a­potential­game-changer;­it­offers­high-­quality,­live­and­on-­demand­ education­to­learners­at­any­level­(starting­from­K-­12­to­mid-­career)­to­become­ positive­ contributors­ to­ society.­ These­ are­ recognized­ as­ opportunities­ to­ close­ the­ skills­ gap,­ enable­ individuals­ to­ pursue­ career-­focused­ education­ and,­ most­ importantly,­equip­them­with­relevant­skills­to­be­competitive­in­the­workplace.­It­ is­also­championed­as­a­way­to­make­education­more­affordable­to­non-­traditional­­ audiences,­while­providing­opportunities­to­ “learn­as­you­earn.”­Digital­learning,­ is­therefore­a­critical­driver­towards­achieving­the­SDGs­either­for­persons­requiring­upskilling­and­reskilling­or­for­others­suffering­from­learning­poverty. The­ NexGen­digital­learning­shifts­from­earlier­passive­approaches­(of­reading,­ watching­or­listening­to­experts­and­rote­memorization)­to­more­participatory­and­ refective­approaches­that­emphasize­building­skills­through­application­of­knowledge­ in­ real-­world­ contexts.­ The­ focus­ is­ also­ not­ just­ on­ scaling­ knowledge­ or­ delivering­content­through­one-­way­transmission­from­experts­but­also­on­catalyzing­ learners­to­think­critically­to­solve­problems­through­teamwork­and­collaboration.

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Benefts­include:­equitable­24/7/365­access­to­learning­at­a­global­scale,­fexibility­of­time,­place,­pace­and­formats,­access­to­world-­class­experts­and­human­ connections,­ interactivity­ (via­ quizzes,­ interactive­ video­ and­ VR),­ personalized­ learning­pathways,­ability­to­retake­sessions­and­practice­until­perfect,­and­increased­ learner­satisfaction­and­retention.­Digital­learning­also­permits­scalability­in­more­ affordable­ways,­addresses­teacher­shortages­and­provides­ease­of­curricula­updates­ and­precise­measures­of­learner­outcomes­and­performance­as­well­as­generating­ positive­environmental­impacts. However,­scaling­up­this­vision­in­developing­countries­has­its­challenges,­as­ only­around­60%­of­the­world’s­population­is­online.­Although­the­global­pandemic­has­led­to­a­massive­switch­to­digital­learning­in­all­parts­of­the­developing­ world,­it­also­sheds­light­on­stark­inequalities­in­digital­infrastructure­access,­lack­ of­ skills­ among­ teachers,­ lack­ of­ data­ on­ learning­ defcits­ of­ vulnerable­ groups,­ high­dropout­rates­and­very­limited­funding­for­modernization.­Global­initiatives­ such­ as­ Reimagine­ Education­ (UNICEF,­ n.d.)­ are­ bringing­ together­ a­ coalition­ of­private­sector­partners­(such­as­Microsoft,­Ericsson,­PwC,­SAP­and­others)­to­ improve­access­for­youth­to­digital­learning­and­21st-­century­skills.­The­chapters­ throughout­the­book­discuss­other­mitigation­measures.

New Frontiers in Digital and Blended Learning The­coming­together­of­ COVID-­19­and­the­massive­skilling­challenges­generated­ by­ the­ ongoing­ Fourth­ Industrial­ Revolution­ have­ compelled­ the­ world­ to­ reimagine­ their­ education­ models­ quickly.­ Innovations­ in­ EdTech­ and­ the­ accompanying­novel­pedagogies­are­raising­the­quality,­equity,­effectiveness­and­ resilience­of­learning.­Digital­learning­and­teaching­tools­are­reshaping­the­educational­ landscape­ to­ meet­ the­ new­ challenges­ of­ closing­ the­ skills­ gap­ and­ helping­upskill­and­reskill­at scale.­It­is­no­longer­a­question­of­whether­EdTech­ is­a­viable­option,­but­of­ “How­soon­can­I­get­started?”­and­ “How­to­go­about­ the­transformation”. Blended­learning,­which­combines­the­best­of­in-­person­and­digital­learning,­is­ an­effective­way­to­scale­up­skills­transformation­while­also­sustaining­continuous­ learning­throughout­a­person’s­work­life.­Figure­2.1­describes­the­evolution­and­ new­frontiers­of­digital­learning. 1.­ Several­macro­external­drivers­(discussed­in­Chapter­1)­generate­the­need­for­ a­massive­scale-­up­of­education­and­skilling.­These­drivers­are­in­some­cases­ common­to­all­countries­(the­upskilling­required­to­capture­job­opportunities­ arising­from­the­Fourth­Industrial­Revolution­and­climate­change­challenges),­ while­in­other­cases­specific­to­developing­countries­(learning­poverty,­achieving­targets­set­by­the­SDGs­and­job­creation­for­the­youth­bulge­entrants­to­ the­workforce).

22 Sheila Jagannathan

FIGURE 2.1­

New­frontiers­of­digital­learning:­an­analytical­framework­(author­generated)

2.­ These­drivers­are­reshaping­the­future­of­education­and­skills­development,­ causing­ major­ shifts­ in­ the­ way­ we­ learn.­ Learning­ must­ be­ viewed­ more­ holistically,­as­a­continuous­path­to­build­enduring,­cross-­sectoral­life­skills.­ Mobile-­first,­ participatory,­ personalized­ and­ collaborative­ are­ key­ adjectives­ used­to­describe­learning­today! 3.­ Catalyzing­these­shifts­in­learning­are­evidence-­based­EdTech­enablers­(integrated,­innovative­platforms­and­tools­to­enhance­learning)­that­were­made­ possible­by­the­ongoing­digital­transformation. 4.­ Complementary­ innovations­ in­ pedagogical­ design­ and­ teaching­ practices­ (blended­learning,­gamification,­virtual­facilitation,­and­so­on)­have­led­to­the­ emergence­of­21st-­century­teaching-­learning­approaches­that­have­upgraded­ digital­learning­quality­to­overcome­the­early­skepticism.

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Digital­ and­ blended­ learning­ are­ not­ just­ viable­ complements­ but,­ in­ many­ situations,­ scalable alternatives­ to­ traditional,­ face-­to-­face­ education.­ To­ sum­ up,­ technology­has­caught­up­with­the­needs­of­continuous­learning­to­enable­learners­access­the­jobs­being­created­by­the­Fourth­Industrial­Revolution.

Key Shifts Reshaping the Future of Education and Skills Development Educators­must­understand­and­leverage­the­current­shifts­that­are­happening­in­ learning­to­help­design­more­responsive­and­sustainable­learning­environments.­ The­fve­shifts­transforming­learning­today­are­described­next.

Shift 1: Embrace Continuous, Life-Led Learning for All Technological­change­is­disrupting­society­and­the­workplace,­requiring­continuous­ upskilling­ and­ reskilling.­ A­ World­ Economic­ Forum­ report­ (Kasriel,­ 2017)­ concluded­that­the­shelf­life­of­skills­needed­to­succeed­is­getting­shorter­and­currently­is­only­about­fve­years.­Digital­channels­of­learning­and­recognition­can­be­ used­from­the­school­level­to­the­workplaces­for­individuals­to­plan­their­dynamic­ learning­pathways­for­their­lifetime.­A­job­skills­certifcate­or­a­college­degree­is­not­a­ discrete­milestone;­rather,­learning­is­now­viewed­as­a­continuous­journey­involving­ periodic­skills­refreshers­to­stay­professionally­relevant­and­competitive­when­new­ job­opportunities­arise.­These­lifelong­learning­strategies­that­blend­new­learning­ with­work­experiences­are­predicted­to­become­the­rule.­Academic­and­training­ institutions­need­to­rethink­how­to­support­this­cultural­shift­in­learning.­In­this­ context,­technology­is­an­enabler­for­a­person­to­move­away­from­learning­in­just­ one­phase­of­one’s­life­(typically­during­school­and­college)­to­continuously­learn­ about­topics­that­enhance­employability­and­the­personal­growth­necessary­to­stay­ competitive­in­rapidly­changing­jobs­markets.­The­future­belongs­to­the­learner­ who­ is­ learning­ continuously­ in­ order­ to­ pivot­ multiple­ times­ throughout­ his/­ her­careers.

Shift 2: View Learning Holistically Holistic­learning­encompasses­formal­(such­as­classroom­and­digital­curricula)­and­ informal­learning­that­occur­in­the­workplace­and­from­peer-­to-­peer­interactions.­ Technology­provides­affordances­to­learn­in­many­ways­today.­For­example,­while­ implementing­ a­ project,­ attending­ a­ self-­paced­ e-­course­ or­ webinar,­ watching­ bite-­sized­videos­on­the­mobile,­networking­at­a­conference­or­seeking­solutions­ in­ peer­ groups­ all­ constitute­ parts­ of­ a­ rich­ learning­ experience.­ Adults­ weave­ together­ the­ insights­ from­ formalized­ learning­ with­ informal­ and­ microlearning­into­a­continuous­learning­journey.­ New­competencies­are­developed,­while­ at­other­times­existing­competencies­are­deepened.­In­many­instances,­informal­

24 Sheila Jagannathan

learning­promotes­problem-­solving­and­supports­the­transfer­of­learning­to­the­ job.­Digital­access­also­gives­the­modern­learner­(who­is­often­short­on­time)­the­ fexibility­to­curate­his­or­her­own­playlists­and­engage­with­peers­and­experts­ just-­in-­time­or­at­his­or­her­own­pace.

Shift 3: Focus on Cross-Sectoral and Hybrid Skills With­digital­transformation­taking­place­in­all­sectors,­jobs­are­becoming­hybrid­ and­require­a­mix­of­different­skill­sets.­ Job­seekers­sought­after­today­are­those­ persons­ who­ work­ well­ in­ cross-sectoral­ teams.­ The­ ability­ to­ integrate­ diverse­ pieces­of­relevant­knowledge­(from­humanities,­technology­and­data­science)­is­ also­valued­along­with­management­and­soft­skills­(such­as­communication­and­ design­thinking)­as­well­as­thematic­know-­how.­Examples­of­new­skill­combinations­include­marketing­with­statistical­analysis,­data­science­with­visual­design,­ climate­ change­ and­ macro-­economics,­ to­ name­ a­ few.­ These­ hybrid­ skills­ are­ particularly­important­for­SDG-­related­learning­because­the­overall­development­ impacts­sought­to­be­accomplished­are­often­cross-­sectoral­in­nature.­For­example,­ an­urban­planner­should­be­knowledgeable­about­global­climate­models,­energy­ effciency­and­smart­transportation­options,­while­retaining­deep­technical­expertise­ on­ spatial­ planning.­ Persons­ who­ have­ cross-­sectoral­ knowledge­ combined­ with­ deep­ technical­ skills­ for­ a­ specifc­ job­ (described­ as­ a­ T-­Profle1)­ will­ be­ most­competitive­when­it­comes­to­getting­jobs,­promotions­and­recognition­(Van­ Dam,­2018).

Shift 4: Unbundle With Modular Education and Micro-Credentials The­need­to­continuously­refresh­skill­sets­calls­for­more­unbundled,­simpler­and­ modular­ approaches­ in­ the­ way­ learning­ is­ delivered­ and­ recognized.­ Agarwal­ (2019a,­para­2)­notes­that­ “academic­institutions­need­to­offer­fexibility­and­are­ exploring­creative­ways­to­unbundle­degrees­and­create­non-­linear,­modular­career­ and­education­pathways­with­their­own­credentials.”­The­benefts­of­modularity­ are­that­learners­can­construct­their­own­customized­learning­pathways,­mixing­ and­matching­from­Lego-like­learning­blocks­to­meet­their­unique­job­requirements,­interests­and­career­growth­prospects.­The­availability­of­shorter,­compact­ programs­to­reskill­fast­provides­fexibility­for­lifelong­learners­requiring­capacity­ and­competency­validation. As­employers­shift­their­focus­away­from­longer­degree­programs­to­job-­related­ skills­and­competencies,­micro-­credentialing­will­expand,­taking­the­form­of­certifcates,­badges,­MOOCs­and­MicroMasters­that­provide­just-­in-­time­skills­and­ recognize,­stack,­share­and­accumulate­modular­credentials­throughout­one’s­life.­ The­value­of­these­newer­credentials­is­that­they­measure­more­than­just­course­ completions;­ they­ also­ attest­ to­ on-­the-­job­ skills,­ contributions­ to­ a­ project­ or­ business­outcomes.

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Shift 5: Build Enduring Capabilities In­a­world­constantly­being­reshaped­by­change­and­uncertainty,­one­needs­to­develop­ enduring­cognitive capability­and­transversal skills,­which­help­transfer­and­apply­learning­to­different­contexts­through­some­core­enabler­skills­described­below: •­ •­

•­

•­

Inculcate­the­lifelong learner mindset­and­take­a­proactive­approach­to­personal­ development. Develop­curiosity­and­a­growth mindset,­a­term­coined­by­a­Stanford­psychologist,­Carol­Dweck­(2007),­for­individuals­who­believe­that­they­have­“unlimited­ capacity­ to­ learn­ and­ grow.”­ In­ contrast,­ people­ with­ a­ fixed­ mindset­ believe­that­ “their­learning­potential­is­predetermined­by­their­genes,­their­ socioeconomic­background,­or­the­opportunities­available­to­them.” Acquire­ and­ maintain­ a­ mix­ of­ three foundational skillsets­ (soft, business and technology)­ to­ function­ successfully­ in­ a­ digital­ economy.­ Examples­ of­ soft­ skills­include­collaboration­and­critical­thinking,­business­skills­include­project­management­and­business­communications,­and­technology­skills­include­ data­science­and­AI­(Agarwal,­2019b). Build­ learning­ reliance­ to­ continuously­ unlearn and relearn­ new­ things­ or­ apply­existing­knowledge­in­new­ways,­especially­relevant­in­VUCA­(Volatile,­ Uncertain,­ Complex,­and­Ambiguous)­situations­embodied­recently­by­the­ COVID-­19­pandemic­but­also­from­events­such­as­violence­and­fragility,­climate­insecurity­and­rapid­technological­change.

These­cognitive­competencies­are­critical­inputs­to­build­enduring­capabilities,­ necessary­for­resilience,­well-­being­and­adaptability­in­our­educational­systems.

EdTech Enablers Are Catalysts for Quality Learning The­EdTech­industry­has­been­advancing­at­an­accelerated­pace­and­brought­us­ to­the­cusp­of­transformational­change­in­the­ways­to­teach­and­learn.­The­key­ disruptors­transforming­the­quality,­fexibility,­responsiveness­and­scale,­as­well­as­ effciency,­effectiveness­and­equity­of­teaching­and­learning­are­described­next.­ Furthermore,­ these­ evidence-­based­ technology­ solutions­ offer­ innovation­ and­ agility­ that­ empower­ the­ educational­ practice­ to­ help­ create­ better­ experiences­ and­ outcomes­ for­ learners.­ In­ addition,­ deploying­ these­ technologies­ can­ help­ achieve­cost­effectiveness­and­effciencies­in­the­entire­learning­life­cycle,­including­ student­ recruitment/enrollment,­ pedagogy/curricula,­ student­ experience­ as­ well­as­career­and­alumni­services.

Enabler 1: Cloud Computing Adult­learners­worldwide,­including­those­from­rural­areas­and­fragile­states,­are­ taking­ advantage­ of­ the­ Internet­ to­ acquire­ knowledge­ from­ elite­ institutions­

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thousands­of­miles­away­to­apply­the­learning­to­improve­their­economic­conditions.­ Cloud­computing­is­one­such­technology­that­empowers­the­educational­ industry­to­shift­the­focus­from­physical­to­virtual­resources.­The­latter­can­be­ easily­accessed­and­shared,­no­matter­where­the­learner­is­located.­By­implementing­cloud­computing,­learners­and­teachers­join­a­classroom on the cloud,­accessing­ online­curricula,­learning­resources,­multimedia,­virtual­labs,­apps­and­analytics,­ and­ sharing­ computing­ power,­ storage­ and­ other­ educational­ services­ (Uden,­ Liberona,­Feldmann,­2016). In­addition­to­reducing­operational­costs­and­providing­secure­and­easy­access­ to­learning­opportunities,­the­pay-as-you-go­model­allows­institutions­to­fexibly­ scale­up­during­peak­usage­and­scale­down­when­server­needs­are­low.­Educational­ institutions­are­increasingly­using­cloud­services­to­enhance­the­responsiveness,­effciency,­and­effectiveness­of­their­learning­programs­and­services.­As­5G­becomes­ widely­available,­especially­through­cloud-­based­classrooms,­it­will­provide­faster­ and­more­natural­connections­while­reducing­latency­as­well­as­the­distant­feel­ in­AR/VR­and­immersive­learning­interactions.­The­introduction­of­5G­will­be­ a­watershed­moment­for­education,­facilitating­true­anytime,­anywhere­learning,­ especially­for­mobile­learners.

Enabler 2: Learning Experience Systems and Integrated Platforms With­ the­ shift­ to­ continuous­ learning­ and­ an­ expanded­ defnition­ of­ learning­ to­include­microlearning,­on-­the-­job­and­social­learning,­the­traditional­learning­ management­systems­alone­(LMS)­may­no­longer­ft­the­bill.­New,­integrated­and­ end-­to-­end­learning­platforms­are­emerging­that­include­functions­crucial­for­the­ modern­learner.­These­include­skills­ontology,­credential­management­and­assessment,­ social­ and­ collaboration­ tools,­ role-­based­ pathways,­ content­ marketplace­ and­e-­commerce,­as­well­as­the­more­traditional­course­and­content­management­ capabilities. Also,­ to­ put­ learning­ squarely­ in­ the­ hands­ of­ the­ learner,­ a­ new­ feature­ set­ called­Learner­Experience­Platforms­(LXP)­provides­Netfix-type interfaces­and­uses­ AI­and­ML­to­analyze­learner­preferences­and­interactions.­These­data­are­then­ used­to­curate­content­and­learning­from­diverse­sources,­thereby­making­learning­ less­fragmented­and­more­personalized­and­easier­to­discover,­consume­and­track.­ These­ systems­ also­ incorporate­ intelligent­ search,­ digital­ and­ social­ capabilities­ (such­as­chatbots,­badging,­and­leaderboards),­embedded­microlearning,­skills­paths­ and­analytics­(Bersin,­2019).

Enabler 3: Artifcial Intelligence (AI) and Machine Learning (ML) AI­offers­tremendous­potential­to­shape­and­reimagine­the­educational­experience­ and­is­being­referred­to­as­the­new,­invisible­user­interface­(UI)­for­education.­In­fact,­

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educationists­globally­are­starting­to­explore­the­use­of­AI­through­all­key­phases­of­ the­learning­life­cycle,­from­ “learning­engagement,­support,­feedback,­creation­of­ content,­curation,­adaption,­personalization­and­assessment”­(Clark,­2020). Another­ promising­ application­ of­ AI­ includes­ transitioning­ from­ lecture-­ style­presentations,­fat­pages­of­reading­materials,­and­one-­size-­fts-­all­learning­ experiences­to­deeper­levels­of­personalized­and­adaptive­learning.­It­places­the­ learner­ at­ the­ center­ of­ the­ experience­ and­ provides­ individualized­ learning­ paths­that­recognize­their­preexisting­skills­and­allows­the­person­to­move­at­her­ own­pace­with­tailored­activities­and­interactions­that­increase­the­probability­ of­success. Such­adaptive­learning,­made­possible­through­a­marriage­of­computer­science­ and­ cognitive­ research,­ allows­ data-­driven­ personalized­ online­ learning­ at scale.­ This­approach­cuts­the­learning­time­to­achieve­mastery­by­half­and­also­helps­ address­performance­(both­conscious­and­unconscious)­gaps­and­as­a­result­boosts­ confdence­and­completion­(Howe,­2018). Other­ applications­ of­ AI­ include­ intelligent­ grading­ of­ assessments­ in­ large-­ scale­ MOOCs,­ AI-­powered­ chatbots,­ or­ tutors­ providing­ just-­in-­time­ guidance,­ feedback­and­nudges,­multilingual­video­captions­and­transcripts,­and­a­recommendations­ engine­ that­ rates­ and­ curates­ personal­ learning­ pathways­ based­ on­ interests.

Enabler 4: Immersive Extended Reality (AR, VR, MR) Technologies Extended­ reality­ (XR)­ is­ an­ umbrella­ term­ that­ describes­ an­ environment­ that­ merges­both­physical­and­virtual­dimensions­to­facilitate­fully­immersive learning­ experiences.­Two­common­technologies­that­will­play­a­greater­role­in­learning­ are­Augmented­Reality­(AR)­and­VR.­In­AR,­the­real­world­is­enhanced­by­overlays­with­virtual­objects,­such­as­images,­text­and­animation.­On­the­one­hand,­ learners­can­use­their­mobiles­to­engage­in­a­three-­dimensional­AR­experience­to­ learn­about­the­solar­system,­explore­the­sun,­planets,­and­satellites­in­detail­and­ observe­the­planetary­positions­and­orbits.­Virtual Reality­(VR),­on­the­other­hand,­ facilitates­ a­ fully­ immersive­ experience­ involving­ virtual­ objects­ in­ a­ simulated­ digital­environment.­Using­a­headset,­the­learner­gets­a­360-­degree­perspective­ of­the­simulated­world,­like­stepping­into­the­real­experience­and­manipulating­ and­interacting­with­virtual­objects­such­as­walking­on­the­moon,­fying­a­plane,­ or­swimming­underwater.­In­mixed­reality,­digital­and­real-­world­environments­­ coexist­ and­ can­ interact­ with­ one­ another­ in­ real­ time.­ An­ example­ of­ this­ is­ holographic­professors­used­to­beam­teachers­into­a­classroom­during­COVID-­19­ or­scale­quality­instruction­across­multiple­campuses.­These­tools­trick­the­individual’s­brain­into­thinking­that­the­teacher­is­actually­there,­providing­increased­ presence­ and­ engagement­ that­ facilitate­ better­ learning­ outcomes­ (Liu,­ Dede,­ Huang,­Richards,­2017).

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Enabler 5: Learning Analytics Using­ technology­ in­ support­ of­ education­ offers­ a­ “digital­ footprint”­ of­ every­ activity­that­can­be­collected­and­analyzed­for­evidence-­based­decision-­making­at­ the­level­of­the­learner­and­curricula­but­can­also­impact­business­metrics.­Learning­ analytics­ provides­ tools­ to­ track­ learner­ interactions­ and­ help­ mine,­ collect,­ analyze­and­report­data­about­learners­while­they­are­learning,­thereby­enhancing­ the­overall­learning­experience.­Patterns­that­emerge­from­data­help­to­understand­ learners’­preferences,­strengths,­and­weaknesses,­predict­performance­(such­as­pass,­ fail­and­need­support),­reduce­dropout­rates,­increase­retention­and­facilitate­overall­learner­success.­In­addition,­such­insights­help­create­personalized­experiences­ that­target­skill­gaps,­provide­actionable­feedback­and­even­improve­effciencies­ by­uncovering­consumption­patterns,­impacts­of­various­delivery­models,­and­the­ quality­of­courses­and­content­(Sclater,­2017).

21st-Century Digital Learning Approaches The­enabling­technologies­discussed­in­the­previous­section­are­leveraging­fexible­ and­learner­centered­education­for­all­(with­an­emphasis­on­equity­and­inclusion)­ and­helping­create­high-­quality­learning­environments­that­overcome­some­of­the­ earlier­defciencies­in­digital­learning.

Approach 1: Blended Learning Blended­learning­started­as­a­combination­of­in-­person­and­online­learning­and­ was­ justifed­ as­ being­ more­ effective­ than­ its­ parts­ (either­ in-­person­ or­ online­ separately).­It­offers­the­benefts­of­fexibility­of­time­and­pace,­interactivity­and­ engagement.­Over­time,­blended­learning­has­expanded­to­include­delivery­modes­ and­ a­ thoughtful­ integration­ of­ pedagogical­ approaches.­ Formal­ and­ informal­ learning­approaches­combined­with­social,­collaborative­and­on-­the-­job­activities­ are­also­considered­blended­learning. Within­the­continuum­of­technology-­based­learning,­different­forms­of­blended­ learning,­such­as­fipped­classroom,­hybrid,­fexible­learning­and­hyfex,­are­now­ being­mainstreamed.­ Chapter­5­and­other­chapters­go­into­a­more­detailed­discussion­about­blended­learning.­Today,­blended­learning­has­no­single­defnition­ because­much­depends­on­the­creativity­of­the­person­designing­learning:­the­term­ is­broad­enough­to­include­a­wide­range­of­variations­based­on­context­and­creativity­(Bonk,­Graham,­ Cross,­Moore,­2012). Post­ COVID-­19,­blended­learning­is­expected­to­be­more­than­a­combination­ of­delivery­modes­or­learning­methods,­and­instead­will­represent­a­new­way­to­ think­about­teaching­and­learning,­with­accompanying­mindset­changes.­It­is­not­ about­using­technology­to­replicate­F2F­learning­experiences,­but­about­an­artful­

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mix­ and­ match­ of­ synchronous­ and­ asynchronous­ activities­ to­ exceed­ learning­ outcomes­and­achieve­new­value­that­was­not­possible­through­in-­person­learning.­Blended­learning­therefore­describes­a­future­of­learning­that­integrates­the­ best­of­both­worlds­and­is­likely­to­evolve­and­improve­in­effectiveness­as­newer­ models­of­technologies­and­pedagogies­emerge.

Approach 2: Active Learning Active­learning­will­be­crucial­to­achieve­the­skills­transformation­necessary­to­ participate­in­the­future­workplace.­A­constructivist­approach­encourages­learners­ to­take­an­active­role­in­engaging­with­and­making­sense­of­content­to­build­their­ own­knowledge­and­understanding­of­the­subject.­This­contrasts­with­traditional­ lectures­or­readings­or­watching­videos­which­represent­a­one-­way­transmission­ of­knowledge­to­passive­learners. The­evolution­of­technology­has­helped­promote­active­online­learning­at­scale­ by­providing­learners­a­platform­to­learn­by­doing,­and­solving­problems­focused­ on­an­experience,­inquiry­or­refection­–­a­form­of­experiential learning.­Learners­ can­ take­ a­ more­ participatory­ role­ to­ engage,­ question,­ practice­ and­ apply­ new­ knowledge­(using­ case­analysis,­scenarios,­role­play,­simulations­and­VR),­refect­ and­synthesize­the­knowledge­(using­e-­discussions,­online­debate,­publishing­of­ reports,­blogs­etc).­Such­active pedagogies­promote­higher­retention­of­learning­and­ help­transfer­new­knowledge­across­multiple­contexts­in­the­workplace­and­over­ a­long­career.

Approach 3: Reimagine Assessment New­models­for­teaching­and­learning­are­leading­to­a­rethink­of­assessments­to­ better­ align­ evolving­ workplace­ needs­ and­ employability­ with­ lifelong­ learning­ practices.­At­a­basic­level,­this­means­a­shift­from­summative­exams­to­assessing­ real-­life­projects,­labs,­coding­assignments,­simulations,­and­role­plays,­and­digital­ portfolios.­ A­ report­ from­ JISC­ (2020)­ offers­ fve­ principles­ to­ design­ learner-­ focused­assessments­that­improve­and­shape­learners’­success: •­ •­ •­ •­ •­

Authentic­and­contextualized­(to­test­workplace­skills). Accessible­to­all,­including­people­with­disabilities. Automated,­ to­ provide­ immediate­ and­ detailed­ feedback­ and­ also­ free­ up­ teacher­time. Continuous,­ to­ ensure­ there­ are­ self-­checks­ and­ practice­ throughout­ the­ learning­journey. Secure,­ to­ reduce­ cheating­ and­ plagiarism,­ and­ ensure­ academic­ integrity­ using­biometrics­and­remote­proctoring.

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Approach 4: Connected Learning Most­learners­say­that­engaging­with­peers,­sharing­experiences­and­learning­to­ solve­problems­together­are­the­things­they­enjoy­most­about­in-­person­classes.­ Until­recently,­the­norm­for­digital­learning­was­largely­self-­paced.­These­activities­ had­ the­ inherent­ weaknesses­ of­ being­ passive,­ individualized­ and­ isolated­ experiences­ lacking­ in­ optimal­ learner-­instructor­ engagement­ and­ interventions.­However,­collaborative­technologies­have­rapidly­evolved­in­recent­years,­ enabling­ meaningful­ contextual,­ social­ and­ collaborative­ learning­ experiences­ that­ lead­ to­ deeper­ engagement­ and­ facilitate­ supportive­ learning­ networks­ inside­and­outside­of­the­classroom.­For­example,­in­structured­e-­courses,­collaboration­ between­ the­ learner­ and­ expert­ and­ among­ peers­ can­ happen­ as­ learners­participate­in­cohorts­over­a­fxed­time­schedule.­In­informal­spaces­as­ well,­collaboration­can­be­fostered­virtually­through­conversations,­knowledge­ exchanges,­Q­&­A­sessions,­tacit­experience­sharing­among­peers­facing­similar­ challenges,­and­joint­work­in­small­group­spaces­to­solve­problems­and­co-­create­ solutions. The­growing­set­of­collaboration­tools­available­include­e-­discussion­fora,­live­ chat,­text­and­multimedia­messaging­apps,­small­group­work­and­networking­tools,­ and­robust­web­conferencing­apps.­Anand,­Hammond,­ Narayanan­(2015,­para­3)­ note­that: Social­learning­was­one­of­the­major­bets­we­made­at­HBX.­It­also­yielded­ some­of­our­most­profound­learnings.­Benefits­of­integrating­social­components­ include­ an­ enhanced­ learning­ experience,­ engaged­ learners­ who­ report­ higher­ satisfaction,­ better­ completion­ rates,­ greater­ retention­ and­ application­and­networking. Social­and­collaborative­learning­do­not­happen­by­chance­but­must­be­triggered­ by­careful­planning,­embedded­within­the­course­design­and­effectively­facilitated­ by­ experts.­ Incentives­ contribute­ to­ adoption­ and­ are­ useful­ to­ link­ to­ grades,­ gamifcation­and­certifcates­until­the­natural­momentum­takes­over.

Approach 5: High Touch – High Tech (Virtual Facilitation) Done­right,­digital­and­blended­learning­do­not­have­to­be­a­lonely­or­distanced­ experience­ but­ can­ be­ intimate­ with­ frequent­ and­ rich­ engagement­ between­ virtual­experts­and­learners­as­well­as­among­peers.­Research­has­shown­a­high­ drop-­out­rate­in­self-­paced­e-­learning­and­noted­that­the­instructor-­learner­relationship­ to­ be­ critical­ in­ increasing­ engagement,­ retention­ and­ overall­ success­ (Walters,­Grover,­Turner,­Alexander,­2017).­However,­teaching­online­requires­a­ different­set­of­skills,­and­subject­experts­require­training­to­teach­and­facilitate­ effectively­online.­The­role­of­the­teacher­in­an­online­environment­is­that­of­ a­guide,­facilitator,­motivator­and­cheerleader­and­less­of­a­ “sage­on­the­stage”­

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transmitting­one-­way­lectures.­A­virtual­trainer­takes­on­seven­roles:­(1)­managerial,­ (2)­ pedagogical,­ (3)­ social,­ (4)­ technical,­ (5)­ assessor,­ (6)­ facilitator,­ (7)­ content­expert­(Ní­Shé­et­al.,­2019).­The­human­touch­is­not­lost;­rather­than­ replace­humans,­technology­can­help­maximize­human­engagement­by­providing­tools­to­build­presence,­trust­and­empathy.­EdTech­frees­up­teacher­time­by­ automating­routine­tasks­(such­as­grading)­and­enables­them­to­have­a­greater­ impact­on­student­learning­through­frequent­feedback­and­guidance,­via­dialog­ and­ e-­discussions,­ online­ offce­ hours,­ video­ chats,­ small­ group­ sessions­ and­ communities­of­practice.

The Contours of a “New Normal” If you always do what you always did, you will always get what you always got. Albert Einstein

Einstein’s­comment­highlights­the­importance­of­choreographing­changes­in­the­ mindsets­of­key­stakeholders,­comprising­learners,­instructors,­educational­leaders­ and­ policy­ makers.­ The­ resulting­ ecosystem­ changes­ are­ characterized­ by­ new­ mental­models,­maps­and­strategies­that­can­guide­and­help­respond­fexibly­to­the­ external­drivers­described­in­ Chapter­1,­and­the­technology­enablers­surfaced­by­ the­digital­revolution.­The­actual­process­of­transition­depends­on­the­extent­to­ which­stakeholder­interests­align.­For­example,­the­instructor­views­data­analytics­ as­a­means­of­improving­the­quality­of­the­curriculum­not­as­a­threat­to­his­or­her­ livelihood;­the­learner­is­energized­by­the­vast­potentials­for­fexibility­of­blended­ programs­to­enhance­skills­and­career­prospects. The­overall­educational­ecosystem­needs­to­help­all­these­individual­and­institutional­ stakeholders­ make­ a­ smooth­ transition­ to­ access­ high-­quality­ learning,­ support­ the­ achievement­ of­ SDGs­ and­ access­ the­ jobs­ of­ the­ future.­ Education­ leaders­have­a­key­role­to­act­decisively­because­of­the­urgency­described­earlier.­ Modernizing­learning­is­much­more­than­just­placing­a­few­courses­in­an­online­ learning­platform:­technology­must­be­used­in­new­ways­to­do­things­that­were­ not­possible­before­and­to­improve­overall­learner­outcomes.­This­chapter­makes­ the­case­for­using­technology­to­add­value­to­learning­and­explore­new­ways­of­ teaching­and­learning­that­are­meaningful,­cost-­effective­and­easy­to­scale­while­ maintaining­individualized­experiences. Five­sets­of­actions­are­required: •­

First,­ educational­ leaders­ need­ to­ reframe­ their­ thinking­ (and­ shift­ mindsets)­ about­ their­ traditional­ beliefs,­ ideas,­ values­ and­ habits­ of­ learners­ and­ learning.­A­key­requirement­involves­moving­out­of­reactive­decisions­when­ confronted­with­a­problem­or­crisis.­The­more­strategic­and­ambitious­educational­ vision­ has­ digital­ and­ blended­ learning­ embedded­ as­ a­ core­ of­ the­ institution’s­ learning­ strategy­ as­ opposed­ to­ a­ separate,­ peripheral­ component.­Such­an­ambitious­vision­should­align­with­the­core­business­through­a­

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Sheila Jagannathan

coordinated­strategy,­in­consultation­and­collaboration­with­key­stakeholders,­ and­should­emphasize­inclusivity­from­the­very­onset. Second,­the­vision­must­be­contextualized­to­the­local­realities,­particularly­in­ terms­of­aligning­with­the­job­market­and­the­local­priorities­of­key­interest­ groups­consisting­of­instructors,­learners­and­social­influencers.­Thereafter,­it­ is­possible­to­translate­the­vision­into­a­well-­articulated­learning­strategy­with­ short­ and­ medium-­term­ goals­ anchored­ in­ an­ enabling­ policy­ framework,­ which­specifies­the­roles­and­responsibilities­of­key­stakeholders. Third,­strategic­and­operational­consideration­of­how­to­sequence­key­components­ of­ the­ learning­ strategy­ is­ required,­ particularly­ on­ how­ the­ gap­ between­ the­ current­ educational­ ecosystem­ and­ the­ future­ vision­ can­ be­ bridged­with­agility,­including­the­process­by­which­unanticipated­opportunities­arising­from­digital­innovations­will­be­incorporated­through­partnerships­and­professional­networks.­The­future­state­should­describe­elements­of­ innovative­pedagogic­approaches,­multimodal­delivery­options,­comprehensive­and­cutting-­edge­curricula,­robust­technology­infrastructure,­evaluation,­ analytics­and­credential­strategies,­and­win-­win­partnerships. Fourth,­human­capital­is­more­important­than­ever­and­will­be­the­primary­ factor­ in­ sustaining­ competitive­ advantage­ while­ transitioning­ to­ the­ new­ normal.­Teaching­in­a­digital­age­requires­a­unique­set­of­skills­and­will­sustain­ the­ competitive­ advantage­ of­ learning­ institutions.­ Technology­ and­ media­ could­add­value­to­learning­provided­there­is­a­desire­to­explore­new­experiences­by­instructors­and­designers,­including­appreciating­the­affordances­of­ various­media­(including­their­respective­strengths­and­limitations).­Insights­ are­ also­ needed­ on­ media­ selection­ and­ use­ for­ teaching­ (explored­ further­ in­ Chapter­5).­While­teaching­online­is­not­ “rocket­science,”­it­does­call­for­ changed­roles­for­the­teacher­and­learner. Finally,­the­proposed­approach­must­be­inclusive­in­terms­of­ensuring­digital­ access­to­quality­learning­experiences­for­all­learners.­For­example,­learners­in­ rural­and­underserved­areas­of­developing­countries­could­benefit­by­being­ given­ access­ to­ low-­tech,­ low-­bandwidth­ and­ online-­offline­ approaches­ to­ access­digital­learning.­These­changes­entail­some­risk,­and­perhaps­some­trial­ and­error,­but­the­rewards­are­great­with­appropriate­risk­management.­The­ mantra­could­be­“fail­fast­and­learn”!

Key Ideas to Take Away The­digital­revolution­that­is­often­described­as­the­Fourth­Industrial­Revolution­ is­rapidly­redefning­work,­job­prospects­and­long-­term­careers.­While­automation­ of­many­routine­functions­is­inevitable­and­accelerating­in­pace,­many­new­work­ opportunities­are­available­to­any­person­who­exhibits­the­motivation­to­remain­ competitive­in­the­job­marketplace.­ Contrast­this­ideal­against­the­learning­crisis­the­world­is­currently­facing.­The­ COVID­pandemic­has­decelerated­millions­of­children­and­youths’­ability­to­move­

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out­of­poverty­through­education­and­training.­In­a­world­facing­such­a­learning­ crisis,­we­urgently­need­to­reimagine­education­and­make­digital­learning­“a­part­ of­the­basic­bucket­of­essential­services­for­every­child­and­young­person­to­deliver­ learning­opportunities­anywhere,­anytime.­.­.­.­The­cost­of­inaction­will­be­high”­ (Fore,­2020). The­solution­lies­in­harnessing­the­Internet­and­mobile­telephony.­Over­half­ of­the­world’s­population­has­access­to­the­Internet,­and­almost­three-­fourths­of­ the­poorest­households­are­likely­to­have­better­access­to­a­mobile­phone­than­to­ clean­water­or­toilets.­Supportive­policy­can­go­a­long­way­in­expanding­digital­ connectivity­and­sharing­content­through­open­educational­resources,­leading­to­ lifelong­learning­among­students­and­teachers­alike.­The­policy­maker­provides­ a­supportive­regulatory­and­fnancing­environment­to­promote­universal­digital­ connectivity. Hawkins­et­al.­(2020,­p.­6)­highlight: education­ policies­ and­ initiatives­ that­ utilize­ EdTech­ should­ embrace­ an­ inter-­related­ set­ of­ five­ principles­ to­ maximize­ human­ engagement.­ The­ use­of­EdTech­should­be­guided­by­a­clear­purpose­and­focus­on­educational­objectives;­reach­all­learners;­empower­teachers;­engage­an­ecosystem­ of­partners;­and­rigorously­and­routinely­use­data­to­learn­what­strategies,­ policies­and­programs­are­effective­to­maximize­student­learning. The­opportunities­to­leverage­digital­learning­to­deliver­development­impacts­ are­many,­and­this­is­the­right­moment­for­leaders­in­this­space­to­reset­their­education­systems­after­the­ COVID­disrupters­to­build back better­to­deliver­on­the­ promise­of­the­future­of­work. This­chapter­has­described­how­digital­and­blended­learning­is­an­opportunity­ to­close­the­skills­gap.­In­particular,­blended­learning­offers­the­best­of­both­in-­ person­and­virtual­learning­that­can­be­customized­for­life-­led­learning­one­person­ at­a­time.­The­remaining­chapters­in­the­book­delve­into­the­details­of­successfully­ implementing­ digital­ learning­ in­ your­ organizations,­ catalyzing­ pedagogic­ and­ technology­innovations­while­investing­in­human­capital­development.

Note 1­ A­T-­shaped­individual­has­deep­skills­in­areas­of­specialization­as­well­as­general­knowledge­and­soft­skills,­a­much­in-­demand­combination­in­the­21st-century.

References Agarwal,­A.­(2020a,­January).­Stackable,­modular­learning:­Education­built­for­the­future­of­ work.­Forbes.­Retrieved­from­www.forbes.com/sites/anantagarwal/2019/04/25/how-­ modular-­education-­is-­revolutionizing-­the-­way-­we-­learn-­and-­work/#119c41393a26 Agarwal,­A.­(2020b,­June).­Blended­learning­is­the­“new­normal”­and­here’s­why.­edX Blog.­ Retrieved­from­https://blog.edx.org/blended-­learning-­new-­normal/

34 Sheila Jagannathan

Agarwal,­A.­(2019a,­March).­Three­skillsets­every­employee­needs­in­2019’s­digital­economy.­Forbes.­Retrieved­from­www.forbes.com/sites/anantagarwal/2019/03/13/three-­ ­skillsets-­every-­employee-­needs-­in-­2019s-­digital-­economy/#2d0e2d0c3021 Agarwal,­A.­(2019b,­April).­How­modular­education­is­revolutionizing­the­way­we­learn­(and­ work).­Forbes.­Retrieved­from­www.forbes.com/sites/anantagarwal/2019/04/25/how-­ modular-­education-­is-­revolutionizing-­the-­way-­we-­learn-­and-­work/#6d7d3ac13a26 Anand,­B.,­Hammond,­ J.,­ Narayanan,­V.G.­(2015,­April).­What Harvard Business School Has Learned about Online Collaboration from HBX.­Harvard­Business­Review.­Retrieved­from­ https://hbr.org/2015/04/what-­harvard-­business-­school-­has-­learned-­about-­online-­ ­collaboration-­from-­hbx Bates,­A.­W.­(2015).­Teaching in a Digital Age: Guidelines for Designing Teaching and Learning.­ BCcampus.­Retrieved­from­http://opentextbc.ca/teachinginadigitalage/ Bersin,­ J.­ (2019,­ March).­ Learning Experience Platform (LXP) Market Grows Up: Now Too Big to Ignore.­ Josh­Bersin.­Retrieved­from­https://joshbersin.com/2019/03/learning-­ ­experience-­platform-­lxp-­market-­g rows-­up-­now-­too-­big-­to-­ignore/ Bonk,­C.,­Graham,­C.,­Cross,­J.,­Moore,­M.­(2012).­The Handbook of Blended Learning: Global Perspectives, Local Designs.­John­Wiley­&­Sons,­Hoboken,­NJ.­ISBN­978-­1-­118-­42957-­0 Bouchon,­ S.,­ Toumi,­ M.­ (2020,­ July).­ Post COVID-19 Market Trends.­ Luxinnovation.­ Retrieved­from­https://www.luxinnovation.lu/wp-­content/uploads/sites/3/2020/07/ post-­covid-­19-­market-­trends.pdf Clark,­ D.­ (2020,­ August).­ Artifcial Intelligence for Learning.­ Kogan­ Page,­ London.­ Retrieved­ from­ www.koganpage.com/product/artifcial-­intelligence-­for-­learning-­9781789660814 Dweck,­ C.­S.­(2007).­Mindset: The New Psychology of Success.­Random­House.­Montgomery, IL.­ISBN­9780345472328 Fore,­H.­(2020).­Fireside with Henrietta Fore, Executive Director of UNICEF, on a Bold Vision to Revolutionise Education through Connectivity and Quality Digital Learning for Every Child.­ Vimeo.­ Retrieved­ from­ https://vimeo.com/user124074674/review/502989516/­ 12768a6d2f Hawkins,­R.,­Trucano,­R.,­ Cobo,­ C.,­Twinomugisha,­A.,­ Ciarrusta,­I.­(2020).­Reimagining Human Connections Technology and Innovation in Education at the World Bank.­The­World­ Bank.­ Retrieved­ from­ http://documents1.worldbank.org/curated/en/829491606860­ 379513/pdf/Reimagining-­Human-­Connections-­Technology-­and-­Innovation-­in-­ Education-­at-­the-­World-­Bank.pdf Howe.­ N.­ J.­(2018,­February).­Six Ways Adaptive Learning Can Elevate Corporate Training. Training Industry.­Retrieved­from­https://trainingindustry.com/magazine/jan-­feb-­2018/ six-­ways-­adaptive-­learning-­can-­elevate-­corporate-­training/ JISC.­(2020).­The Future of Assessment: Five Principles, Five Targets for 2025.­ JISC.­Retrieved­ from­http://repository.jisc.ac.uk/7733/1/the-­future-­of-­assessment-­report.pdf Kasriel,­S.­(2017,­ July).­Skill, Re-Skill and Re-Skill Again: How to Keep Up with the Future of work.­World­Economic­Forum.­Retrieved­from­www.weforum.org/agenda/2017/07/ skill-­reskill-­prepare-­for-­future-­of-­work/ Liu,­ D.,­ Dede,­ C.,­ Huang,­ R.,­ Richards,­ J.­ (2017).­ Virtual, Augmented, and Mixed Realities in Education.­ Springer,­ New­York.­ Retrieved­ from­ www.springer.com/us/book/­ 9789811054891 Maise,­ E.­ (2018,­ November).­ Learning Trends Newsletter: Learning, Training, Technology & Change.­ Elliott­ Masie’s­ Learning­ Trends.­ Retrieved­ from­ http://trends.masie.com/ archives/2018/11/20/1013-­curation-­learnings-­thanksgiving-­and-­the-­prom.html

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Ní­Shé,­ C.,­Farrell,­O.,­Brunton,­ J.,­ Costello,­E.,­Donlon,­E.,­Trevaskis,­S.,­Eccles,­S.­(2019).­ Teaching Online Is Different: Critical Perspectives from the Literature.­Dublin­City­University.­ Retrieved­from­https://openteach.ie/wp-­content/uploads/2019/11/Teaching-­online-­ is-­different.pdf Sclater,­ N.­ (2017,­ February).­ Learning Analytics Explained.­ Routledge,­ New­ York.­ Retrieved­ from­ www.routledge.com/Learning-­Analytics-­Explained/Sclater/p/book/­ 9781138931732 Tam,­ G.,­ El-­Azar,­ D.­ (2020,­ March).­ Three Ways the Coronavirus Pandemic Could Reshape Education.­ World­ Economic­ Forum.­ Retrieved­ from­ https://www.weforum.org/ agenda/2020/03/3-­ways-­coronavirus-­is-­reshaping-­education-­and-­what-­changes-­ might-­be-­here-­to-­stay/ Taparia,­H.­(2020,­May).­The­future­of­college­is­online,­and­it’s­cheaper.­New York Times.­ Retrieved­ from­ www.nytimes.com/2020/05/25/opinion/online-­college-­coronavirus. html Uden,­L.,­Liberona,­D.,­Feldmann,­B.­(2016,­July).­Learning Technology for Education in Cloud: The Changing Face of Education.­Springer,­ New­York.­ISBN­9783319421476 UNESCO­ (2020).­ COVID-19 Education Response.­ UNESCO.­ Retrieved­ from­ https:// en.unesco.org/covid19/educationresponse/globalcoalition UNICEF­ (n.d.).­ Reimagine Education. In a World Facing a Learning Crisis, Digital Learning Should be an Essential Service.­ UNICEF.­ Retrieved­ from­ https://www.unicef.org/ reimagine/education Van­Dam,­N.­(2018).­Elevating Learning and Development: Insights and Practical Guidance from the Field.­McKinsey,­ New­York,­ NY.­ISBN­0692154132 Walters,­ S.,­ Grover,­ K.,­ Turner,­ R.,­ Alexander,­ J.­ (2017).­ Faculty­ perceptions­ related­ to­ teaching­online:­A­starting­point­for­designing­Faculty­development­initiatives.­Turkish Online Journal of Distance Education.­Retrieved­from­https://fles.eric.ed.gov/fulltext/ EJ1161813.pdf

3 LIFELONG LEARNING FOR CAREERS THAT DON’T YET EXIST Chris Dede and Eileen McGivney

Introduction Both­students­and­workers­today­face­not­only­evolving­jobs­requiring­expanding­skillsets,­but­also­multiple­careers,­many­of­which­do­not­yet­exist.­In­the­ next­half­century,­some­occupations­will­disappear,­and­new­roles­will­appear­ in­national­economies­shaped­by­globalization,­environmental­crises,­and­challenges­to­sustainability.­Further,­workplaces­will­disruptively­transform­due­to­ advances­ in­ artifcial­ intelligence,­ materials­ technology­ and­ bioengineering.­ As­a­result­of­these­developments,­society­must­prepare­today’s­young­people­ for­ six­ decades­ of­ career­ growth­ (e.g.,­ moving­ from­ student­ teacher­ to­ lead­ teacher)­and­career­change­(e.g.,­moving­from­automobile­repair­technician­to­ an­installer­of­solar­panels)­followed­by­retirement­(Dede,­2020).­To­fulfll­their­ responsibilities,­ all­ stakeholders­ (e.g.,­ educators,­ civil­ society,­ business­ leaders,­ sector­ specialists,­ policy­ makers)­ are­ faced­ with­ the­ increasing­ challenges­ of­ developing­ people’s­ capacity­ for­ unceasing­ reinvention­ to­ face­ an­ uncertain­ and­changing­workplace­and­for­success­in­occupations­diffcult­to­imagine­at­ present. Here­we­argue­that­lifelong­learning­in­the­21st-century­requires­innovative­ approaches­that­look­beyond­the­skills­typically­taught­in­workforce­training,­the­ outdated­approaches­utilized­by­higher­education­and­employer-­provided­training,­ and­the­traditional­tools­and­curricula­used­for­teaching­technical­skills.­Instead,­ meeting­the­United­ Nations­Sustainable­Development­Goals­(SDGs)­will­require­ continuous­ learning­ opportunities­ provided­ by­ multi-­sectoral­ partnerships­ that­ prioritize­fostering­complex­cognitive,­interpersonal,­and­intrapersonal­skills­over­ technical­training­and­leveraging­digital­technologies­in­creative­ways,­from­social­ media­to­immersive­virtual­reality.

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“As a result of these developments, society must prepare today’s young people for six decades of career growth and career change followed by retirement.”

New Occupational Roles and Skills The­ past­ decade­ has­ produced­ a­ wealth­ of­ evidence­ not­ only­ on­ how­ jobs­ are­ predicted­to­change­in­the­future,­but­also­on­the­types­of­competencies­people­ around­the­globe­will­need­for­their­lives­and­livelihoods­in­coming­decades.­For­ example,­an­Organization­for­Economic­ Co-­operation­and­ Development­report­ (OECD,­2018),­The Future of Education and Skills: Education 2030,­emphasizes­personal­well-­being,­which­goes­beyond­income,­wealth,­jobs,­and­earnings­to­stress­ equitable­access­to­health,­civic­engagement,­social­connections,­education,­security,­life­satisfaction­and­the­environment.­Highlighting­the­objectives­the­SDGs­ are­promoting,­this­OECD­report­describes­knowledge­and­skills­people­need­for­ lifelong­employability,­including­an­emphasis­on­attitudes­and­dispositions,­such­ as­creating­new­value,­reconciling­tensions­and­dilemmas­and­taking­responsibility­ through­personal­agency. To­accomplish­this,­educators,­students­and­workers­will­need­knowledge­and­ skills­underemphasized­in­current­curriculum­standards­and­omitted­from­today’s­ high-­stakes­summative­tests:­fuency­of­ideas,­social­perceptiveness,­systems­thinking,­originality­and­confict­resolution­(Bakhshi,­Downing,­Osborne­&­Schneider,­ 2017).­ This­ formulation­ of­ what­ people­ will­ need­ places­ greater­ emphasis­ on­ cognitive­ factors­ and­ less­ on­ intrapersonal­ and­ interpersonal­ capabilities,­ thus­ complementing­ the­ OECD­ report.­ The­ two­ reports­ combined­ advocate­ for­ a­ much­higher­standard­of­educational­outcomes­than­what­both­Global­North­and­ Global­ South­ countries­ are­ accomplishing­ through­ industrial-­era­ practices­ and­ structures­of­schooling. Part­of­what­is­driving­the­increased­need­for­sophisticated­skills­is­the­advance­ of­artifcial­intelligence­(AI)­and­machine­learning.­The­Brookings­report­Automation and Artifcial Intelligence: How Machines Are Affecting People and Places­indicates­ that­almost­no­occupation­will­be­unaffected­by­AI,­and­about­one­quarter­of­US­ jobs­will­face­high­exposure­to­automation­in­the­coming­decades­(Muro,­Maxim­ &­Whiton,­2019).­Acemoglu­and­Restrepo­(2018)­note­that­AI­focused­on­automation­ reduces­ employment,­ but­ AI­ focused­ on­ new­ tasks­ where­ labor­ can­ be­ productively­employed­may­increase­jobs­and­develop­new­types­of­meaningful­ work. As­for­measuring­success­in­achieving­sophisticated­human­skills­by­high-­stakes­ tests,­Luckin’s­2018­book,­Machine Learning and Human Intelligence,­discusses­how­ such­an­approach­prepares­students­for­jobs­deskilled­by­AI.­Instead,­as­discussed­in­

38 Chris Dede and Eileen McGivney

Fadel,­Holmes­and­Bialeks’s­2019­book,­Artifcial Intelligence in Education,­children­ should­learn­what­AI­cannot­do,­preparing­themselves­to­roles­upskilled­though­ intelligence­ augmentation­ (IA)­ in­ which­ people­ working­ with­ smart­ machines­ accomplish­more­than­either­can­unaided.

Moving Beyond Educational Silos to Lifelong Learning In­addition,­the­sustainable­development­goals­themselves­set­out­an­economic­ agenda­that­relies­on­more­than­retraining­to­gain­technical­skills.­In­order­to­ meet­the­SDGs,­countries­must­ensure­workers­are­continuously­learning­competencies­needed­for­innovation­across­industries­(Goal­9),­including­to­protect­ the­environment­and­combat­climate­change­(Goals­11,­12­and­13)­and­to­promote­inclusive­development­(Goals­5­and­10),­all­in­service­of­economic­growth­ that­provides­decent­work­for­all­(Goal­8).­In­this­sense,­lifelong­learning­can­be­ the­ “engine”­that­powers­the­equal­and­sustainable­future­envisioned­by­all­the­ SDGs­(Boeren,­2019).­It­has­been­widely­recognized­that­post-­secondary­education­ is­ indispensable­ for­ sustainable­ development­ (English­ &­ Carlsen,­ 2019;­ Boeren,­ 2019;­ Education­ Commission,­ 2016),­ as­ higher­ education­ promotes­ the­ generation­ of­ knowledge­ that­ sustains­ social,­ economic­ and­ technological­ progress­(Salmi,­2016). But­achieving­this­vision­and­the­SDGs­requires­cross-­sectoral­approaches­that­ do­not­put­full­responsibility­on­the­education­sector­as­the­provider­of­lifelong­ learning­opportunities.­This­is­particularly­important­in­low-­­and­middle-­income­ countries,­ where­ current­ access­ to­ post-­secondary­ education­ is­ limited.­ While­ global­tertiary­education­enrollment­is­38%,­including­short-­cycle,­bachelor’s­and­ graduate­programs,­in­low-­­and­lower-­middle­income­countries­it­is­just­9%­and­ 25%,­respectively­(UNESCO,­2020).­Given­that­these­countries­also­face­shortfalls­ in­ resources­ to­ provide­ universal­ primary­ and­ secondary­ education­ (Education­ Commission,­ 2016),­ it­ is­ not­ fnancially­ viable­ to­ meet­ lifelong­ learning­ needs­ of­all­adults­by­relying­on­an­increase­in­university-­provided­education.­Further,­ formal­ education­ institutions­ are­ unlikely­ to­ meet­ the­ needs­ of­ the­ workforce­ throughout­ the­ lifespan,­ as­ they­ do­ not­ target­ the­ continuous­ skills­ needed­ by­ adults­already­in­the­workforce­and­young­people­who­have­already­left­schooling.­ The­needs­of­these­workers­may­range­from­basic­literacy­or­numeracy­skills,­to­ complex­interpersonal­skills­for­transitioning­into­the­service­industry,­to­creative­ design­ capabilities­ for­ making­ agriculture­ more­ productive,­ as­ well­ as­ for­ ever-­ evolving­needs­that­will­arise­in­the­future­economy.

Moving Beyond Traditional Employer-Provided Training to Lifelong Learning To­ accomplish­ the­ expansion­ needed­ in­ both­ the­ education­ and­ economic­­ ­ sectors­ to­ meet­ the­ need­ for­ continuous­ lifelong­ learning,­ the­ World­ Bank’s­­

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2019­World Development Report­makes­recommendations­on­what­governments­can­ do­to­ameliorate­problems­caused­by­the­changing­nature­of­work.­This­report­ argues­for­investing­in­human­capital,­particularly­early­childhood­education,­to­ develop­higher-­order­cognitive­and­socio-­behavioral­skills­in­addition­to­the­standard­foundational­skills­taught­through­current­curricula.­Also,­a­solid,­guaranteed­ social-­minimum­income­and­strengthened­social­insurance­are­described­as­key­ innovations­to­help­the­labor­market­meet­the­challenges­of­increasing­work­in­ the­ informal­ economy,­ which­ often­ offers­ no­ protections.­ Further,­ the­ World­ Bank­report­recommends­creating­the­necessary­public­funding­for­these­measures­through­property­taxes­in­large­cities,­excise­taxes­on­goods­such­as­sugar­or­ tobacco,­and­carbon­taxes. The­ 2019­ World­ Economic­ Forum­ report,­ Towards a Reskilling Revolution: Industry-Led Action for the Future of Work,­ argues­ that­ business­ and­ government­ have­strong­economic­reasons­for­making­these­shifts­in­labor­market­and­business­ practices: Drawing­from­average­reskilling­costs,­we­find­that­the­1.37­million­workers­ who­are­projected­to­be­displaced­fully­out­of­their­roles­in­the­next­decade­ according­ to­ the­ US­ Bureau­ of­ Labor­ Statistics,­ may­ be­ reskilled­ to­ new­ viable­(similar­skillset)­and­desirable­(higher­wages)­growing­roles­at­a­cost­ of­ US$34­ billion.­ On­ average­ this­ would­ entail­ US$24,800­ per­ displaced­ worker.­In­the­US­alone,­with­an­overall­investment­of­US$4.7­billion,­the­ private­sector­could­reskill­25%­of­all­workers­in­disrupted­jobs­with­a­positive­cost-­benefit­balance;­if­industry-­led­collaboration­could­reduce­reskilling­costs­and­times­by­30%,­nearly­half­of­the­disrupted­workforce­could­ be­reskilled­by­employers­with­a­positive­cost-­benefit­balance.­With­the­set­ of­assumptions­applied­and­with­an­investment­of­US$19.9­billion,­the­US­ government­could­reskill­77%­of­workers­expected­to­be­displaced­by­technology­into­growing­jobs­while­generating­a­positive­return­in­the­form­of­ taxes­and­lower­welfare­payments. (World Economic Forum, 2019, p. vii) This­shows­a­strong­economic­case­can­be­made­for­funding­lifelong­learning. Given­rapid­changes­in­economies­and­societies,­how­people­learn­these­competencies­is­also­a­critical­question,­as­typical­on-­the-­job­learning­opportunities­ may­ not­ be­ available­ or­ adequate­ for­ supporting­ young­ people­ in­ their­ work.­ Now,­nations­face­challenges­with­continuing­employability­greater­than­at­any­ prior­time­in­history.­This­may­be­particularly­true­for­countries­in­the­Global­ South,­whose­economies­and­labor­markets­are­predicted­to­change­more­rapidly­ and­ at­ the­ same­ time­ experience­ soaring­ youth­ populations.­ In­ the­ context­ of­ technological­innovation,­there­is­an­opportunity­to­capitalize­on­their­ “demographic­ dividend.”­ However,­ achieving­ lifelong­ learning­ and­ employability­ will­ require­developing­educational­and­economic­policies­and­practices­that­provide­

40 Chris Dede and Eileen McGivney

organizational­and­societal­mechanisms­by­which­people­can­upskill­throughout­ their­lives,­particularly­when­they­do­not­have­the­time­or­resources­for­a­full-­time­ academic­experience­that­results­in­a­degree­or­certifcate. Yet­despite­the­dire­need­for­continuous­lifelong­learning,­adult­engagement­in­ education­and­training­remains­dismally­low.­On­average,­16%­of­adults­in­high-­ income­countries­reported­participating­in­education­or­training­in­the­previous­ month,­but­only­1%,­2%­and­3%­in­low-­,­lower-­middle­and­upper-­middle­income­ countries,­respectively­(UNESCO,­2020).­While­evidence­is­scarce­on­why­so­few­ adults­participate­in­lifelong­learning­opportunities­in­developing­countries,­barriers­are­likely­due­to­both­resources­and­dispositional­factors,­such­as­adults’­lack­of­ confdence­in­their­own­learning­abilities­and­the­perceived­irrelevance­of­training­ (UNESCO,­2020). This­ paints­ a­ picture­ of­ the­ lifelong­ learning­ landscape­ as­ one­ demanding­ new­ partnerships­ and­ approaches­ that­ lie­ outside­ universities­ and­ traditional­ post-­secondary­ providers.­ Indeed,­ the­ Sustainable­ Development­ Goals­ themselves­include­new­partnerships­across­sectors­and­regions­as­a­crucial­facilitator­ of­ achieving­ sustainable­ development­ (Goal­ 17).­ How­ educational­ institutions,­ governments­and­industries­partner­to­generate­new­solutions­to­lifelong­learning­will­be­a­key­element­in­whether­all­the­SDGs­are­met.­Within­the­education­ sector,­many­have­been­calling­for­greater­engagement­in­the­mission­of­educating­ and­training­young­people­as­well­as­adults,­including­by­bringing­in­business­and­ civil­society­to­generate­new­solutions­and­funding­sources­(Education­ Commission,­2016).

The Impact of Digital Technologies on Lifelong Learning The­evolution­to­a­global­digital­economy­creates­turbulence­and­uncertainty­ in­ Global­ South­ countries­ as­ traditional­ aspects­ of­ their­ economies­ are­ transformed­by­advances­in­technology­that­reshape­industries­from­agriculture­to­ materials­ and­ artifact­ production­ to­ services.­ Further,­ the­ long-­term­ effects­ of­ digital­ technologies­ to­ transform­ political­ and­ social­ systems­ in­ low-­­ and­ middle-­income­countries­are­still­unclear.­Short­term,­there­are­major­challenges­ in­Global­South­countries­to­equitably­provide­access­to­both­the­technological­ infrastructure­ and­ skills­ that­ the­ most­ vulnerable­ populations­ will­ need­ to­ productively­engage­in­digital­economies­and­societies,­including­major­issues­ in­educational­effciency. We­are­studying­ways­in­which­immersive­learning­media­(i.e.,­virtual,­augmented­ and­ mixed­ realities),­ can­ aid­ with­ upskilling,­ unlearning­ and­ reskilling­ (Dede,­in­press).­These­media­enable­virtual­authentic­simulations­in­which­situated­ learning­ takes­ place­ in­ the­ same­ or­ a­ similar­ context­ to­ that­ in­ which­ it­ is­ later­ applied,­ and­ the­ setting­ itself­ fosters­ tacit­ skills­ through­ experience­ and­ modeling.­Such­immersive­simulations­are­effective­at­teaching­procedural­skills­ in­a­ “hands-­on”­but­low-­stakes­setting­and­also­are­powerful­in­increasing­users’­

Learning for Careers That Don’t Yet Exist

41

motivation­ and­ enabling­ behaviors­ that­ aid­ reskilling­ and­ upskilling­ (Bailenson,­ 2018;­ Dede,­ Jacobson­&­Richards,­2017).­With­the­ability­to­simulate­complex­ environments,­ VR­ can­ also­ provide­ a­ rich­ learning­ context­ that­ can­ draw­ on­ users’­existing­beliefs­and­identities,­as­well­as­facilitate­exploration­that­motivates­ personal­growth­(Dede,­2009;­Harrell,­2013).­In­workforce­training,­this­may­be­ particularly­effective­at­helping­people­explore­innovative­ways­of­working­and­ new­ felds,­ through­ helping­ them­ unlearn­ prior­ patterns­ of­ behavior­ and­ build­ self-­effcacy­to­take­on­new­roles. In­ particular,­ 360-­degree­ video­ and­ sound­ systems­ are­ now­ inexpensive­ and­ have­high­quality;­used­with­powerful­authoring­systems­like­Uptale­(www.uptale. io/),­these­provide­a­practical­way­to­create­authentic­learning­experiences­without­the­cost­and­expertise­required­to­design­immersive­graphical­environments­ (e.g.,­ Minecraft).­ Further,­ mixed-­reality­ systems­ like­ Mursion­ (www.mursion. com/)­ enable­ digital­ puppeteering:­ The­ learner­ is­ in­ the­ real­ world­ interacting­ with­ a­ virtual­ environment­ populated­ with­ digital­ people,­ whose­ behaviors­ are­ controlled­by­a­skilled­actor­behind­the­scenes­(like­in­The Wizard of Oz). In­ addition­ to­ immersive­ media,­ research­ on­ AI-­based­ intelligent­ tutoring­ systems­ has­ demonstrated­ that­ personalization­ can­ support­ more­ effcient­ and­ effective­learning,­at­least­for­well-­structured­problems­in­closed-­world­domains­ such­as­arithmetic­and­algebra.­In­this­case­personalization­means­learning­customized­by­time,­place,­path,­and­pace­that­includes­student­voice­and­choice­over­ what­and­how­to­learn­(Dede,­2019).­In­complement,­virtual­teaching­assistants­ can­ amplify­ the­ reach­ and­ capability­ of­ teachers­ and­ increase­ teacher­ presence­ in­ online­ classrooms­ –­ for­ example,­ assistants­ for­ question­ asking­ and­ question­ answering,­identifcation­of­learner­misconceptions­and­knowledge­gaps,­and­personalization­(Goel,­2018).­Research­is­now­focusing­on­whether­personalization­ can­be­generalized­to­open-­ended­topics­of­interest­in­workforce­development­and­ scaled­to­online­learning. An­inquiry­into­the­“skills­gap”­at­the­2018­Stanford­Shaping­the­Workforce­ of­the­Future­design­series­highlighted­that­there­was­a­signifcant­opportunity­ for­workforce­educational­technologies­to­help­close­a­translation­gap­between­ workers­and­how­their­skills­apply­to­the­future­of­work.­As­a­follow-­up­from­ the­series,­the­organizers­developed­a­web-­based­application­that­leverages­principles­from­the­learning­sciences­to­prompt­the­process­of­analogical­reasoning­ so­that­users­might­transfer­their­skills­to­new­and­different­types­of­work.­This­ tool­ingests­existing­data­about­a­user­from­their­LinkedIn­profle,­resume­and­ other­ text-­based­ sources­ and­ visualizes­ them­ as­ the­ competencies­ needed­ for­ the­future­of­work.­Early­studies­in­partnership­with­the­Los­Angeles­Chamber­ of­ Commerce­ revealed­ participants­ exposed­ to­ their­ skill-­visualization­ map­ were­three­times­more­likely­to­be­recommended­by­the­chamber­for­an­internship­ with­ one­ of­ their­ partner­ organizations,­ such­ as­ Snap,­ LinkedIn,­ Google­ and­ Microsoft,­ and­ self-­reported­ having­ 356%­ more­ skills­ (Forshaw,­ Rosas­ &­ Maples,­2019).

42 Chris Dede and Eileen McGivney

Examples­of­technology-­enabled,­innovative­lifelong­learning­opportunities­are­ described­in­Boxes­3.1–3.3.

BOX 3.1 DIGITAL GREEN The nonprofit organization Digital Green empowers farmers to innovate and adopt best practices by facilitating a grassroots peer-to-peer video learning network. Partnering with governments, the private sector and local communities, the organization trains farmers to film their farming and train others on innovative techniques, and leverages technology to enable environmental and market data sharing. Digital Green’s success lies in its participatory approach that situates the content in local contexts and builds community, increasing adoption of new practices. www.digitalgreen.org/

BOX 3.2 REBOOTKAMP With campuses in Jordan, Palestine and Tunisia, RBK brings a Silicon Valleystyle bootcamp to conflict-affected youth. In addition to teaching programming skills, the bootcamp’s focus is on inter- and intra-personal skills, prioritizing problem-solving and collaborative work over technical coding skills. The intensive course includes a three-month immersive training experience in which learners work in teams to design new technologies, with 80% of training focused on the “soft” skills needed to be successful in the rapidly changing tech industry and including a focus on emotional health. A for-profit company, they have partnered with the UNDP, NGOs and financial institutions to make the training affordable, and partner with the private sector to identify skills needs and place graduates into jobs. www.rebootkamp.net/

BOX 3.3 COMMONWEALTH OF LEARNING An inter-governmental distance learning project, COL develops open educational resources (OER) that promote sustainable development and builds capacity for governments and schools to provide access to high-quality learning opportunities. COL courses range from teacher training to implement blended learning models to training in sustainable development for business leaders. With a particular focus on gender, COL programs have partnered with organizations and schools to leverage OER that can empower girls with skills and employment opportunities to end child marriage, such as GIRLS Inspire in Bangladesh, Mozambique, Pakistan, and Tanzania. www.col.org/

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Ideas to Take Forward Much­remains­to­be­understood­about­how­integrated­organizational­structures­ for­lifelong­learning­might­become­the­future­of­higher­education­and­continuing­ education/adult­learning.­That­said,­a­key­takeaway­is­that­any­new­model­must­ include­strategies­that­help­those­now­involved­in­adult­learning­–­both­providers­and­students­–­to­transformatively­change­their­behaviors.­In­our­opinion,­the­ biggest­barrier­we­face­in­this­process­of­reinventing­our­current­methods,­models­ and­ organizations­ for­ these­ activities­ is­ unlearning.­ All­ stakeholders­ have­ to­ let­ go­ of­ deeply­ held,­ emotionally­ valued­ identities­ in­ service­ of­ transformational­ change­to­a­different,­more­effective­set­of­behaviors.­This­is­both­individual­(an­ instructor­transforming­practices­from­presentation­and­assimilation­to­active,­collaborative­learning­by­students)­and­institutional­(a­higher­education­institution­ transforming­from­a­largely­in-­person­to­digital­and­blended­or­from­degrees­certifed­by­seat­time­and­standardized­tests­to­credentials­certifed­by­profciency­or­ competency-­based­measures).­Kegan­and­Lahey­(2009)­describe­how­these­factors­ combine­to­make­many­adults­immune­to­change.­Unlearning­requires­not­only­ novel­intellectual­insights­and­approaches­but­also­individual­and­collective­emotional­and­social­support­for­shifting­our­identities­–­not­necessarily­in­terms­of­ fundamental­character­and­capabilities,­but­in­terms­of­how­those­are­expressed­as­ our­context­shifts­over­time.­Using­transformation­and­unlearning­as­central­principles­for­change­is­essential­in­developing­new­models­of­organizational­structures­ for­lifelong­learning.

References Acemoglu,­D.,­&­Restrepo,­P.­(2018,­December).­The­wrong­type­of­AI?­Artifcial­intelligence­ and­the­future­of­labor­demand.­Toulouse Network for Information Technology News,­1–5.­ Retrieved­ from­ https://idei.fr/sites/default/fles/IDEI/documents/tnit/newsletter/­ newsletter_tnit_2019.pdf Bailenson,­J.­(2018).­Experience on demand: What virtual reality is, how it works, and what it can do.­ New­York,­ NY:­W.­W.­ Norton­&­ Company. Bakhshi,­H.,­Downing,­ J.,­Osborne,­M.,­&­Schneider,­P.­(2017).­The future of skills: Employment in 2030.­London,­England:­Pearson­and­Nesta.­Retrieved­from­https://futureskills. pearson.com/research/assets/pdfs/technical-­report.pdf Boeren,­ E.­ (2019).­ Understanding­ Sustainable­ Development­ Goal­ (SDG)­ 4­ on­ “quality­ education”­from­micro,­meso­and­macro­perspectives.­International Review of Education,­ 65,­277–294. Dede,­ C.­ (2009).­ Immersive­ interfaces­ for­ engagement­ and­ learning.­ Science,­ 323(5910),­ 66–69. Dede,­ C.­(2019).­Improving­effciency­and­effectiveness­through­learning­engineering.­In­ C.­Dede,­ J.­Richards,­&­B.­Saxberg­(Eds.),­Learning engineering for online education: Theoretical contexts and design-based examples­(pp.­1–14).­ New­York:­Routledge. Dede,­ C.­(2020).­Reconceptualizing­higher­education­and­lifelong­learning­in­the­era­of­the­ synergistic­digital­economy.­In­C.­Dede­&­J.­Richards­(Eds.),­The 60-year curriculum: New models for lifelong learning in the digital economy­(pp.­1–24).­New­York,­NY:­Routledge.

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Dede,­ C.­(in­press).­Supporting­unlearning­to­enable­upskilling.­In­ J.­Wingard­&­ C.­Farrugia­(Eds.),­The future of work: Optimizing the talent pipeline­(pp.­32–43).­Menlo­Park,­ CA:­Stanford­University­Press. Dede,­C.,­Jacobson,­J.,­&­Richards,­J.­(2017).­Introduction:­Virtual,­augmented,­and­mixed­ realities­in­education.­In­D.­Liu,­C.­Dede,­R.­Huang,­&­J.­Richards­(Eds.),­Virtual reality, augmented reality, and mixed reality in education­(pp.­1–18).­Hong­Kong:­Springer. Education­ Commission.­(2016).­The learning generation: Investing in education for a changing world.­Washington,­DC:­The­International­Commission­on­Financing­Global­Education­ Opportunity. English,­L.­&­Carlsen,­A.­(2019).­Lifelong­learning­and­the­Sustainable­Development­Goals­ (SDGs):­Probing­the­implications­and­the­effects.­International Review of Education,­65,­ 205–211. Fadel,­ C.,­Holmes,­W.,­&­Bialek,­M.­(2019).­Artifcial intelligence in education: Promises and implications for teaching and learning.­Milton,­MA:­ Center­for­ Curriculum­Redesign. Forshaw,­T.,­Rosas,­S.,­&­Maples,­B.­(2019,­June).­Closing­the­signaling­gap.­Paper­presented­ at­the­MIT­LINC­ Conference,­How to thrive in a new learning society.­ Cambridge,­MA. Goel,­A.­&­Polepeddi,­L.­(2018).­ Jill­Watson,­a­virtual­teaching­assistant­for­online­education.­In­ C.­Dede,­ J.­Richards,­&­B.­Saxberg­(Eds.),­Learning engineering for online education: Theoretical contexts and design-based examples­(pp.­24–37).­New­York:­Routledge. Harrell,­D.­F.­(2013).­Phantasmal media: An approach to imagination, computation, and expression.­ Cambridge,­MA:­The­MIT­Press. Kegan,­R.­&­Lahey,­L.­L.­(2009).­Immunity to change: How to overcome it and unlock potential in yourself and your organization.­ Cambridge,­MA:­Harvard­Business­Press. Luckin,­R.­(2018).­Machine learning and human intelligence: The future of education for the 21st century.­London,­England:­UCL­Institute­of­Education­Press. Muro,­M.,­Maxim,­R.,­&­Whiton,­J.­(2019,­January).­Automation and artifcial intelligence:How machines are affecting people and places.­Metropolitan­Policy­Program.­The­Brookings­Institution.­ Retrieved­ from­ www.brookings.edu/wp-­content/uploads/2019/01/2019.01_ BrookingsMetro_Automation-­AI_Report_Muro-­Maxim-­Whiton-­FINAL-­version.pdf Organization­for­Economic­ Cooperation­and­Development.­(2018).­The future of education and skills: Education 2030.­Retrieved­from­www.oecd.org/education/2030/E2030%20 Position%20Paper%20(05.04.2018).pdf Salmi,­ J.­(2016).­Tertiary education and the sustainable development goals: In search of a viable funding model.­ Background­ Paper­ for­ the­ Education­ Commission.­ Washington,­ DC:­ The­International­ Commission­on­Financing­Global­Education­Opportunity. UNESCO.­(2020).­Global education monitoring report 2020: Inclusion and education: All means all.­Paris:­UNESCO. World­Bank.­(2019).­World development report 2019: The changing nature of work.­Washington,­ DC:­World­Bank.­doi:10.1596/978-­1-­4648-­1328-­3 World­ Economic­ Forum.­ (2019).­ Towards a reskilling revolution: Industry-led action for the future of work.­Retrieved­from­www3.weforum.org/docs/WEF_Towards_a_Reskilling_­ Revolution.pdf

4 DECISION PATHWAYS LEADING TO THE SUCCESSFUL DIGITAL TRANSFORMATION OF LEARNING Ryan Watkins

Introduction and Challenge The­path­to­modernizing­learning­and­development­(L&D)­in­an­institution­will­ be­unique.­Others­will­travel­toward­a­similar­destination­for­their­organization,­ but­for­L&D,­the­path­to­success­differs­as­much­as­the­missions­of­the­organizations,­the­opportunities­available­and­the­constraints­faced.­While­multiple­goals­ (such­ as­ scaling­ up­ learning­ programs­ to­ reach­ dispersed­ audiences,­ improving­ institutional­performance­and­competitiveness,­or­increasing­staff­capacity)­appear­ in­similar­destinations,­the­choices­made­are­unique­to­the­institution­and­a­specifc­ learning­context. Some­of­those­choices­will­be­easy;­others­will­be­quite­challenging.­Some­will­ take­hours,­others­just­a­few­minutes.­Some­choices­will­seem­insignifcant­at­the­ time­but­may­end­up­having­tremendous­impact­later.­A­choice,­for­example,­may­ be­selecting­an­e-­learning­platform­to­deliver­your­digital­and­blended­learning,­ and­selecting­one­platform­over­another­will­lead­to­a­distinctive­path;­altering­ what­success­looks­like­and­how­it­is­achieved. Many­ decisions­ among­ alternative­ paths­ will­ be­ made­ by­ the­ L&D­ leader;­ others­ will­ be­ choices­ made­ for­ the­ person­ –­ often­ because­ of­ prior­ decisions,­ sometimes­due­to­structural­hierarchies­of­the­organization.­For­example,­sponsors­ may­be­keen­to­promote­open-­source­software­as­opposed­to­proprietary­learning­ systems,­which­constrain­the­learning­technology­options­and­shape­the­eventual­ path­to­success. All­implementation­and­change­projects­do,­of­course,­share­the­characteristic­ of­being­unique­to­the­institution.­For­the­digital­transformation­of­L&D,­however,­ the­uniqueness­of­the­path­is­especially­important­to­manage­since­the­technological­and­data-­driven­alternatives­are­numerous­–­and­increasing­each­day­to­meet­

46 Ryan Watkins

the­growing­demands­for­reskilling­and­upskilling.­It­is­therefore­especially­critical­ for­leaders­and­managers­to­be­engaged­when­objectives­are­set,­constraints­are­ considered,­performance­requirements­are­discussed­and­choices­are­made­along­ the­journey­of­learning­transformation. This­chapter­describes­some­of­the­major­“forks”­or­decisions­points­along­the­ path­as­the­L&D­are­modernized­within­organizations.­The­pathway­to­success­ will­go­through­a­ “garden­of­forking­paths”­(Borges,­1962).­The­key­is­to­recognize­that­all­decisions­–­even­minor­ones­–­will­infuence­successful­outcomes­at­ the­end.­For­example,­the­many­decision­points­can­include­setting­strategic­objectives­ and­ selecting­ technologies,­ recruiting­ the­ right­ talent,­ curriculum­ choices,­ e-­learning­formats­and­associated­pedagogical­techniques,­supporting­trainers­and­ learners­and­creating­an­evaluation­strategy.­This­chapter­provides­a­roadmap­with­ signposts­to­help­guide­the­way­–­or­at­least­to­help­make­more­informed­choices­ among­myriad­alternatives.

Key Decisions Along the Way As­with­most­journeys,­the­path­to­the­digital transformation of learning­is­crowded­ with­many­decisions.­Most­of­these­decisions­are­not­ “all­or­nothing,”­with­one­ choice­leading­to­success­and­the­others­all­leading­to­disaster;­the­path­is­more­ nuanced,­and­the­destination­will­unfold­as­you­go.­At­the­beginning­of­the­journey,­ one­ may­ envision­ the­ digital­ transformation­ as­ pivoting­ to­ a­ fully­ virtual­ learning­environment.­Whereas­in­reality­when­quality­decisions­are­made,­the­ destination­may­be­more­valuable­for­those­served­as­a­blended­learning­ecosystem­ with­fewer,­but­more­customized,­choices­available­for­learners.­While­the­destination­may­not­be­recognizable­at­the­beginning,­each­ “fork­in­the­road”­(see­ Figure­4.1)­provides­options­and­alternatives­that­lead­toward­successful­outcomes. Few­projects­begin­with­a­precise­defnition­of­the­destination,­and­thus­the­ frst­stop­on­the­journey­to­digital­transformation­is­to­defne­strategic results.­In­this­ context,­strategic­results­are­not­the­tools,­platforms,­portals­or­courses­to­be­implemented.­Those­are­important­decisions­and­outputs­on­the­path­–­but­the­initial­ step­requires­clarifying­what­outcomes and impacts­are­of­importance­to­the­institution­and­the­learners­it­serves.­The­decisions­made­here­will­set­the­stage­for­all­ the­decisions­that­follow.­If­the­objective­is­to­achieve­X­outcomes,­then­the­path­ is­much­different­from­that­of­the­objective­to­achieve­Y­outcomes.

Strategic Results Strategic­results­are­unique­to­each­organization,­and­they­come­in­layers­(impacts,­ outcomes­and­outputs).­To­guide­decisions,­these­layers­must­be­integrated­and­ aligned.­While­the­immediate­results­of­any­activity­are­routinely­the­easiest­results­ to­ identify,­ strategically­ one­ should­ begin­ with­ the­ valued­ results­ delivered­ to­ direct­and­indirect­clients­of­the­institution­frst.­Then­with­those­external­results­

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FIGURE 4.1­ Forks­in­the­road­–­key­decision­pathways­leading­to­success

Source:­Author­generated.

(or­impacts)­defned,­shift­to­the­internal­results­(outputs­and­outcomes)­that­the­ organization­must­create­in­order­to­deliver­results­that­matter­to­those­outside­the­ organization.

BOX 4.1 THREE LAYERS OF STRATEGIC RESULTS Impacts – results delivered by the organization to the benefit of direct and indirect clients or stakeholders. Outcomes – results delivered by the organization to the benefit of the organization. Outputs – results delivered by individuals and teams to the benefit of the organization. Source: Based on Kaufman et al. (2003).

These­three­layers­of­strategic­results­(impacts,­outcomes­and­outputs)­are­all­ critical,­ are­ interconnected­ and­ should­ be­ set­ not­ in­ isolation­ but­ in­ consultation­ with­ a­ variety­ of­ stakeholders­ –­ including­ those­ both­ within­ and­ external­ to­the­organization.­Instead­of­drifting­through­transformation­without­a­precise­

48 Ryan Watkins

destination,­clearly­defne­the­intended­results­to­achieve­for­the­organization­–­ and­let­those­objectives­guide­decisions­at­each­fork­in­the­path.

BOX 4.2 AN URBAN INSTITUTE EXAMPLE – OUTCOMES Strategic outcomes may include: a. b. c.

Participants successfully apply what they learned to improve service delivery within the first three months after participating; Audiences have increased interactions and learn from international experts; Increased opportunities for continuous upskilling and reskilling cost-effectively.

After­defning­what­will­be­accomplished­through­the­digital­transformation,­ create­indicators­of­success.­Indicators,­or­milestones,­are­the­intermediate­results­ that­will­be­used­to­determine­if­decisions­up­to­that­point­are­on­the­pathway­to­ success.

BOX 4.3 AN URBAN INSTITUTE EXAMPLE – INDICATORS Strategic indicators may include: a. b. c.

Twenty percent of participants will report applying what they learned to improve service delivery within three months of course completion; Quarterly increases of at least 5% in learners reporting having had interactions with an international expert; A 5% increase in availability of continuous opportunities for students upskilling and reskilling annually, at a cost of at least 3% less than the prior year.

Path to Success Technology­decisions­can,­and­often­do,­drive­the­remaining­decisions­(e.g.,­ “we­ are­ going­ to­ use­ edX­ platform­ to­ deliver­ our­ learning­ programs”),­ resulting­ in­ choices­ that­ meet­ the­ requirements­ of­ the­ technology­ rather­ than­ meeting­ the­ needs­ of­ the­ organization­ (and­ those­ it­ serves).­ Better­ technology­ choices­ can­ result­ from­ making­ a­ few­ strategic­ non-­technology­ decisions­ frst—adopting­ a­ basic­four-­phase­agile,­project­management­framework­(see­Figure­4.2).

Decision Pathways

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FIGURE 4.2­ Many­gardens,­with­forking­paths,­on­the­path­to­the­digital­transforma-

tion­of­learning

“Knowing, and measuring, where one is in relation to where one is going is foundational to making quality decisions.”

Phase 1 – Assess and Analyze Begin­ with­ a­ systematic­ assessment­ of­ where­ your­ organization­ is­ in­ terms­ of­ modernizing­ L&D;­ comparing­ the­ current state against the desired future state­ to­ determine­(a)­what­new­results­are­required,­(b)­which­current­results­should­be­ maintained­or­improved­upon­and­(c)­which­results­should­be­discontinued.­Do­ this­in­relation­to­what­is­required­in­order­to­achieve­your­strategic­results­and­ where­ you­ ft­ in­ within­ the­ competitive­ landscape.­ For­ example,­ a­ component­ of­ strategic­ results­ might­ be­ to­ offer­ learning­ programs­ to­ increasingly­ diverse­ audience(s)­as­they­continuously­strive­to­upskill­and­reskill­in­the­current­context­ (i.e.,­the­Fourth­Industrial­Revolution).­If­so,­then­measure­current­productivity­ in­these­areas­in­order­to­assess­the­size­and­characteristics­of­the­gaps­(or­needs)­ that­any­future­digital­or­blended­learning­must­help­close­(Watkins,­West-­Meiers,­ and­Visser,­2012;­a­free­online­needs­assessment­book).­Knowing,­and­measuring,­ where­one­is­in­relation­to­where­one­is­going­is­foundational­to­making­quality­ decisions.

BOX 4.4 AN URBAN INSTITUTE EXAMPLE: KEY DECISIONS •

•

If only