- This fourth industrial revolution that we're going through
really means a fundamental change to how we educate,
how we communicate with people, and how we prepare people
for the future.
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- [Offscreen Voice] Rolling and mark when ready.
- I feel like being born in this world of technology,
so that I think a world without it is just inconceivable.
- I sort of just can't imagine what life would be like
without a laptop.
- There's online, like 3-D models of anatomy,
and I like to use that more than the textbook,
so I think I choose what suits my learning style.
- When I spoke to my mum, like she went to uni,
that was always just lectures, that if you didn't go,
you were, like, screwed for the exams,
and so that was all she had to do,
just go in for lectures and that was about it,
whereas now it's like completely different.
(cymbal crashes)
- When I first started teaching,
I think students still believed that the person
that stood in front of them had all the answers.
If only they paid attention closely enough,
they too would have the answers.
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I look now, and you look at the ways that students
are so much more capable and able of figuring out
not only what the answers are, but what are
the more important questions that we should be asking,
and I think teaching and learning is undergoing a revolution
to catch up with that.
- Technology is very important in my learning.
I use it for my lectures, for my workshops,
to complete my assignments, to complete everything I do,
I have to use technology.
Yeah, even to communicate with my friends
in my classes, see how they're going
and see what they've done.
- We really need to think about how high quality technology
optimises the outcomes of educational process.
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Without that, we can really fall
into the technological determinist camp
or retreat into the world which banishes technology
and glorifies the kind of authentic,
quasi-pedagogical experience of the past.
I really think that the truth is somewhere in the middle.
- It's no longer chalk and talk,
it's whole lot of different ways of technology,
but more importantly, there's a different sort of skillset
that we're trying to get people to understand.
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Students coming into universities now,
especially one like Monash, are really blown away
by the change to what they've previously experienced
at school and to what they expected of university.
They're coming into an environment where they're expected
to question a lot more, and where they are able
to use a lot of equipment in a different way.
(cymbal crash)
- Employers now are looking for people who are going
to think outside of the box, who are able to work
in a variety of different contexts with different people.
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Using different forms of digital technologies
not only enhances students' content knowledge,
but it also enhances a range of 21st Century skills,
like communication, collaboration, and teamwork.
- The research showed that students wanted to be able
to engage with each other as much as with the academic.
They certainly wanted to be able
to engage with that academic,
and have a personal relationship there,
but they also wanted to be able to engage with each other.
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We, as a university, had a look at the different spaces
that we had already on our campuses, and they were geared
towards lecturers delivering and students
just receiving information.
The qualitative findings from our research
when we prototyped the building, was students saying,
well now I can see everybody here.
Now I can interact and understand the learning.
We knew we had to do better with the learning spaces
that we had.
When you have people co-creating together,
that's when you have something, a spark
which everyone walks out and says I got something
out of that, even if I contributed a lot.
So we wanted the spaces to allow that.
- How can cancer cells arise, and could you,
at your tables, think about all the different types
of errors the cell could make.
- Kahoot is this competitive quiz technology,
so we do it in all our active learning sessions,
so you have a series of questions and everyone
has a Kahoot I.D. and the faster you get it right,
the more points you get.
I guess it brings competition into learning.
- These sessions, especially the consolidation ones
are interactive, and I find that that really helps
in my learning because instead of sitting there
and just passively learning, just having, being swamped
with content, you're sort of having to be involved
with it and explore different ideas.
- Everybody benefits with the feedback,
because if you can imagine a room full of 200, 240 students,
and we suddenly then have ideas from about three
or four or five different groups, everybody's seeing
what the academic values as the best in the room,
and we suddenly have something.
We're off, we're ready to go, and it's very exciting.
So we focus on the types of connections that students
are making with each other and with academics.
- I like discussing concepts and ideas with my professors,
tutors and classmates.
My favorite lecturers are the ones who are very interactive,
and interact with the audience.
- Neuroscience has helped us understand
a lot about learning.
We know now that your retention from a lecture
is about 5% to 10%, so it's really cheap way to do it,
once you've built the lecture theater
to put a whole lot of people in it,
but it's not in any way effective.
If they're actively learning, answering questions,
teaching each other, talking in class, problem solving,
doing quizzes, sharing stories, their retention goes up
to 60% to 70%.
Some students have reacted with quite a lot of caution
to the changes.
I've had a lot of meetings
with student groups expressing skepticism.
Students from particular cultural backgrounds
thought that this wasn't for them,
even before they tried.
But, once you give them them the evidence, firstly,
and explain why, and secondly, once you make clear
what is valued behavior in this environment,
our students adapt remarkably quickly.
- I guess in terms of technology I didn't really expect
that it would be so much.
I think it was a little bit overwhelming, at first,
how much there was online, but once you sort of get
into the swing of it, and get used to it,
it's actually really helpful, because you're able
to access more materials, and more of the content,
and, really help your learning, so I think
it is a good thing.
- I think there are two ways that as aducators
we can look at these educational technologies.
One is through the student lens,
and that's to not have any taken for granted assumptions
that, because students are using Facebook on mobile phones
on buses as part of their day to day lives,
that's automatically going to translate
into a capacity to be able to learn in online spaces.
I think that there is a very dangerous assumption
that those two things are one and the same.
The second part is for educators to understand the ways
in which technologies can be used in a variety
of different ways to represent content
that may be really difficult to do,
so that we don't have educators doing old things
in new ways.
We often talk about how students have been
impacted by technology, but spare a thought
for our academics.
Being an academic today means that you have
to continuously review the way in which you are engaging
in academic practice, and technology
is an integral part of that.
So we work very closely with academics
to ensure that they are always able to respond
to new technological opportunities and to make teaching
and engagement in the learning process better.
- Technology is central to education,
and it's really important for us to be able
to help to teach the academics how to use technology.
(electronic music)
One of the problems is that in all
of these higher education institutions
and other institutions and learning environments,
we tell someone for 20 or 30 years that their name
is a lecturer and they should lecture.
And they're very good at what they do because
of how well they lecture.
And then suddenly we turn around and we say,
well, actually we've done some research,
and lecturing might not be the best type
of teaching for every single situation.
That's a huge change management project there,
however, we're really fortunate,
we do have passionate academics.
- What's most important is we have to be open
to the changes that have already occurred.
We have to be open to the changes
that students who have already progressed
through school are coming to us with.
And I think that we've got to be really supporting mindsets
that are about extending all that we've ever known
about quality teaching and learning.
And asking what does that mean
for that changing world of work?
What does that mean for a digital economy?
What does that mean for the appetites
and dispositions of our students?
(electronic music)
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