Annotated Bibliography - Transformation or evolution?: Education 4.0, teaching and learning in the digital age (Bonfield et al, 2020)

Christopher Alan Bonfield, Marie Salter, Alan Longmuir, Matthew Benson & Chie Adachi (2020) Transformation or evolution?: Education 4.0, teaching and learning in the digital age, Higher Education Pedagogies, 5:1, 223-246, DOI: 10.1080/23752696.2020.1816847

In the paper “Transformation or evolution?: Education 4.0, teaching and learning in the digital age”, Bonfield et al (2020) highlight how education needs to change to keep up with advancements in technology. The authors identified that increased training in digital skills and STEM (Science, Technology, Engineering and Math) literacy will be required. Not only that, “Soft Skills”, that can not be easily automated, like empathy, creativity and flexibility will be highly prized.

But the authors inquiry: What does Education 4.0 mean? How will the curriculum and pedagogical frameworks respond? What is the role of A.I. in the learning process? And what will be the role of the “smart” campuses of the future to deliver those educational experiences?

First of all, the authors recognize that the term “Education 4.0” is somehow vague. But they define it as “Education 4.0 encompasses the different ways and approaches that Higher Education institutions can, and are, aligning their services and curricula to prepare future graduates for work.” (page 224)

The paper then proceeds to be organized into four chapters. The first section is literature review. The second section discusses methodology and the application of scenario planning. The third section mentions four scenarios and case studies. The fourth section offers discussions and suggests future investigations.

Section 1 - Literature Review and Research questions

The authors mention that they used a multitude of sources to identify relevant literature. Reviews, studies and reports; keyword searches in relevant journals and on Google Scholar; And consultation with researchers and practitioners.

One interesting source used by the authors is the JISC report (2019), which provides the table 1 below, that shows how A.I. is one of the most important technologies for education 4.0.

The authors also mention how China and the United Arab Emirates have very interesting experiences in the field of A.I. for education, such as the fact that it is being currently used with 276 million students in China and in the UAE it was launched on October 2019 the first A.I. University.

In addition, the literature review conducted by Bonfield et al (2020) showcases how technology is being used at the Imperial College London to hold lectures hosted in multiple classes and locations simultaneously.

The authors, then, summarized the investigation with the following research questions:

(1) What are the key affordances and challenges of Education 4.0 for Higher

Education?

(2) What challenges/advantages to established pedagogies and course design do these potentially disruptive technologies present?

(3) How will institutions re-design curricula to support lifelong learning, online learning and developing skills for future employment (above and beyond those activities that are already embedded into courses)?

(4) To what extent can new technologies and approaches be utilized to support

learner interactivity, collaboration, communication, reflection and skills, and

thus provide pedagogically rich learning environments that engage and motivate

the learner?

(5) What practical lessons can be learned from early adopters?

Section 2 - Methodology and scenario planning

The authors based the paper methodology on scenario planning, that is based on how large scale businesses plan for different scenarios outcomes for the future they think will happen. They used a three phases and eight step approach based on Benammar et al (2006), that is summarized in the table below:

The authors adapted this methodology, that is usually applied to students, to apply it with the research team. Then, they came up with four scenarios on how education 4.0 might emerge. Scenario one: Smart campuses, scenario two: digital assistants, scenario three: online learning and MOOCs, scenario four: lifelong learning.

In scenario one, the authors claim that universities might evolve to something akin to Deakin University in Australia. Since 2015, the university is pushing the digital frontier by creating a smart campus programme that digitized Deakin´s physical campus environment.

One of the major trends in Education 4.0 is the amalgamation of physical and digital systems. Dunkin university did this by embedding emerging technologies such as enterprise scale AI, Digital Identity, Immersive Digital Reality and IoT in the physical campus infrastructure.

The authors mention that “end user value is being demonstrated in these concepts through enabling new learning experiences, providing personalized and relevant support, placing the user in control of their data and identity as well as using the physical university environment to augment teaching and learning through living labs. Organizational value is also being demonstrated through reducing administrative overload, enabling academics to create new engaging experiences for teaching and learning, supporting research and providing the ability to discover insights previously not possible through disparate platforms and data.”

In scenario two, the authors describe the use of digital assistants, like the “Genie” student personal digital assistant from Deakin University that is currently being used by 33,900 users. The App, which is available for Android and IOS, uses Natural Language Processing to help students with most administrative tasks. In addition, the assistant is able to detect conversations that are related to personal problems or challenges that the students have and can direct them to talk with counselors and psychologists to get the appropriate help.

In scenario three, the authors suggest that online learning and MOOCs will be a driving force for education 4.0 . As an example, they mentioned the University of Bath, which in 2014 introduced its first MOOC, but the online learning strategy remains of great strategic interest for the university. Through the use of service design, the university conceptualized the journey of online learners as an holistic experience.

In scenario four, they mention lifelong learning as another big trend in Education 4.0. Bonfield et al, then, points out the effort by Singapore's Future Economy Council (FEC) to support a national movement towards upskilling and retraining of Singaporeans called SkillsFutureSG (2019). The MySkillsFuture portal offers courses related to Industry 4.0 and covers different industries, such as aerospace, data analytics and robotics. In addition, each citizen of Singapore over 25 years old is awarded $500 in credit by the government to spend on lifelong learning.

Finally, the authors conclude that the examples chosen were mostly based on common sense and intuition. More data and research is needed before concluding that the innovations appointed by the four scenarios are what will define the Higher Education of the future.

The paper is very relevant to point out what are the trends shaping education, which A.I. is only one of the enabling technologies. It also points out the four scenarios as examples that might become more widespread in the future, but more changes that we do not even predict might occur. So, the researchers are right to assume that more research and evidence is needed.

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Annotated Bibliography - Transformation or evolution?: Education 4.0, teaching and learning in the digital age (Bonfield et al, 2020)

Annotated Bibliography - Transformation or evolution?: Education 4.0, teaching and learning in the digital age (Bonfield et al, 2020)