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The following is a short article published in the June Edition of the Ashford University Faculty Focus.<\/p>\n
Danish physicist, Niels Bohr, said \u201cIt is difficult to make predictions, especially about the future.\u201d<\/p><\/blockquote>\n
Even so, the research taking place now surrounding trends, innovations, and disruptions that are happening today will likely impact our practices and thinking about online education tomorrow. I\u2019d like to highlight a few of these potential changes for your consideration. In order to situate these predictions into the greater prediction of the environment, a brief examination of how technological advancements and change within the workforce will drive some degree of the changes to learning, both online and on-ground, is provided.<\/p>\n
Whether you think of the proliferation of smartphones, virtual assistants like Siri, Alexa, and others, the impending potential impact of artificial-intelligence fueled, self-driving cars, one is compelled to notice the increasing connection and innervation of technology within our lives. We have already seen some changes as a result of these shifts which have manifest in shifts within the marketplace and consequently the workforce.<\/p>\n
For example, taxi drivers are being slowly replaced by Uber and Lyft drivers, who are predicted to eventually be replaced by self-driving cars. It is possible that all cars will have full self-driving capability, potentially within a span of a few decades. If we fast forward a few years, it\u2019s easy to imagine how the change to automated transportation might trigger changes in one segment of the educational landscape. If self-driving transportation becomes scaled, any form of driving school is likely to be phased out, while schools teaching the skills to programing and maintain self-driving technologies will likely be on the rise.<\/p>\n
Research in the learning sciences has shown that to be able to develop mastery within a domain of practice, we must engage in active practice and refinement of our performance, typically under the guidance of an expert. Unfortunately, our current model of school has historically been designed more to transmit information instead of building applicable real-world skills.<\/p>\n