For those who proceed to university, they continue to add onto that cumulative total.
In the age of Google, we are able to receive a wealth of information on a daily basis. We are able to search online and find basically anything the human mind can think of.
So much has changed in our world, but has the basic structure for education? The answer is no.
From the first Industrial Revolution in the mid-1800s, education primarily took on a skills-based approach.
The mass growth of industries from textile to energy-based saw the need for more competent workers in factories and manufacturing plants.
It brought about the need to have schools to train people on how to work with the newly invented machinery. As a result, many new schools were established.
Apart from teaching the basic elementary skills of how to read and write, institutions of higher learning were also established.
They mostly dealt with specialised fields which led to the rise of highly qualified experts who would continue inventing the new technologies we use now.
SIGNIFICANT CHANGES
However, society has changed significantly since the 1800s. It is no longer just about having a specialised or technical qualification.
There is a growing need to produce more all-round graduates ‘ready for the work of the future’, graduates who are equipped with the skills they will need in 10-15 years.
Therefore, schools and universities should move towards a form of learning that encourages group learning and a sharing of expertise across fields of study.
Nowadays, the truth – and right or wrong answers – are not only held in the mind of the educator who stands at the front of the classroom and disperses their knowledge.
But our classrooms still resemble those from the early 1900s, filled with desks, chairs and blackboards. It appears only the blackboard has been replaced – by a whiteboard.
Most, if not all, of our schools and universities were built as master planning projects to maximise occupancy rates and not as an integral part of teaching and learning.
What if we revolutionised education and designed spaces that do not look like a classroom? That have funky furniture and all whiteboard walls and encourage active learning.
Reconfigure chairs and desks to work in groups. Positively impact learning and change the pedagogical approach (the way we teach); allowing pupils and students to evaluate points of view, form new ideas, analyse and apply.
These will be higher order learning objectives and pupils or students will be able to share and connect with one another and have a collective intelligence.
The ultimate goal is for pupils and students to use that group learning experience and share their knowledge with others across different fields of learning and vice-versa.
CREATING OPPORTUNITIES
Have a series of environments that stretch our bodies, expand and stimulate our minds and create opportunities to interact with others.
That environment is called ‘MakerSpaces’. What are MakerSpaces? Makerspaces are a wonderful example of STAEM (Science, Technology, Arts, Engineering and Mathematics) activities for schools.
Typically, makerspaces are environments that encourage students to explore, design, experiment, and build where they are able to take items apart, put things together, and dream of imaginative creations.
The notion of multiple attempts, refining designs, and failure are all inherent with engaging students and taking risks.
While guidance from teachers helps set up the task, pupils’ actions are mostly self-directed as they apply their knowledge to creatively solve problems. Typically, makerspaces are a defined, open space area with tools and materials. The items in the area can range from household items (toilet paper rolls, tape) to high-tech equipment (3D printers, electronics).
• Innovation and Creativity: This innovation and creativity encourages students to try different things in a typical educational environment. These skills are vital in our ever-changing world.
• Experimentation and Revision: Students will need to analyse what works, how to fix any problems, and how to cope with missing materials. This type of self-analysis enhances students’ ability to look at their work and find areas of improvement.
• Collaboration: Many makerspace activities are designed for collaborative groups. Students can work together, design a plan, assign a job, and figure out norms for their groups to be successful.
