Abstract
In this chapter, we explore the potential disruptions to traditional models and practices of education as a consequence of the move to online learning. By “online,” we mean not only remote learning but also in-person learning supported by networked computers. While online learning in this definition is arguably as old as PLATO (1959), the world’s first computer learning system, the first generation of digital educational tools merely replicated traditional relations of learners to teachers and knowledge. However, we want to argue that things are beginning to change, and more change is possible. Hence, we discuss five theses on the future of learning in this chapter: (1) There will be no pedagogical differences between learning in person and learning remotely; (2) there will be no distinction between instruction and assessment; (3) there will be no class scale; (4) adaptive and personalized learning will not be at the expense of learning community; and (5) educators will stop insisting on inequality of outcomes. Addressing each of the theses, we contrast the pedagogical architecture of what we call “the old school” with the “not-so-new school” of the first generation of online learning tools that reverse engineers and replicate the old school, and then a new generation of online learning tools that may be a harbinger of a genuine change in education.
Original language | English (US) |
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Title of host publication | Foreign Language Learning in the Digital Age |
Subtitle of host publication | Theory and Pedagogy for Developing Literacies |
Editors | Christiane Lütge |
Publisher | Routledge |
Pages | 9-33 |
ISBN (Electronic) | 9781003032083 |
ISBN (Print) | 9780367469412, 9781032162973 |
DOIs | |
State | Published - Jan 2022 |