TY - BOOK
T1 - Innovation Through Disruption in Australasia
T2 - The 2024 Contextualising Horizon Report
AU - Porter, David Bruce
AU - Campbell, Chris
AU - Jones, Hazel
AU - Logan-Fleming, Danielle
AU - Sankey, Michael
PY - 2024
Y1 - 2024
N2 - Disruption emerges as a recurring theme in this 2024 edition of the Contextualising Horizon report. In the first instance, disruption manifests as the interruptions to work and study that have become increasingly familiar across the Australasian region—economic challenges, pandemics, earthquakes and increasingly volatile weather events. In the second instance, disruption as a radical break from the status quo also underscores this year’s themes. Increasingly, the perceptions of higher education and its value and role in society are shifting. Calls for work-ready graduates, skills based education and new models and learning pathways are expected. In Australia, the Australian Universities Accord, a government initiative to reshape higher education promises to bring lasting change to the sector. At the same time, the continued proliferation of generative artificial intelligence (GenAI) is challenging the sector to envisage what education will look like now that individuals can with lightspeed outsource the human capacity to assimilate information and create artefacts that have historically been used to evidence individual understanding and ability. The conversations of GenAI in higher education are shifting from reactionary to more nuanced and diverse, as the realisation sets in that we have entered the age of AI. We, likewise, see disruption reflected in the 2024 Contextualising Horizon educational technology and practice trends .Many of this year’s trends and practices confront and counter the disruption facing the sector. Not surprisingly, several topics related to AI made this year’s list. It was accompanied by trends, such as academic integrity and assurance of learning and interactive oral assessments, which are both responses to the challenges posed by AI, as well as enmeshed in calls for authentic learning experiences, skills-based learning and job-ready graduates. Technology enhanced work-integrated learning (WIL) also made the list as a means to address job-readiness, and it, along with hybrid and flexible learning, provides the means to support learners in a future likely to see continued interruptions in study, whether by socio-economic or environmental conditions. Disruption can be perceived as a threat. However, as evidenced by the trends identified and the cases listed throughout the report, disruption is an opportunity to innovate, find new ways forward and to reshape the sector.
AB - Disruption emerges as a recurring theme in this 2024 edition of the Contextualising Horizon report. In the first instance, disruption manifests as the interruptions to work and study that have become increasingly familiar across the Australasian region—economic challenges, pandemics, earthquakes and increasingly volatile weather events. In the second instance, disruption as a radical break from the status quo also underscores this year’s themes. Increasingly, the perceptions of higher education and its value and role in society are shifting. Calls for work-ready graduates, skills based education and new models and learning pathways are expected. In Australia, the Australian Universities Accord, a government initiative to reshape higher education promises to bring lasting change to the sector. At the same time, the continued proliferation of generative artificial intelligence (GenAI) is challenging the sector to envisage what education will look like now that individuals can with lightspeed outsource the human capacity to assimilate information and create artefacts that have historically been used to evidence individual understanding and ability. The conversations of GenAI in higher education are shifting from reactionary to more nuanced and diverse, as the realisation sets in that we have entered the age of AI. We, likewise, see disruption reflected in the 2024 Contextualising Horizon educational technology and practice trends .Many of this year’s trends and practices confront and counter the disruption facing the sector. Not surprisingly, several topics related to AI made this year’s list. It was accompanied by trends, such as academic integrity and assurance of learning and interactive oral assessments, which are both responses to the challenges posed by AI, as well as enmeshed in calls for authentic learning experiences, skills-based learning and job-ready graduates. Technology enhanced work-integrated learning (WIL) also made the list as a means to address job-readiness, and it, along with hybrid and flexible learning, provides the means to support learners in a future likely to see continued interruptions in study, whether by socio-economic or environmental conditions. Disruption can be perceived as a threat. However, as evidenced by the trends identified and the cases listed throughout the report, disruption is an opportunity to innovate, find new ways forward and to reshape the sector.
M3 - Other report
BT - Innovation Through Disruption in Australasia
PB - ASCILITE
ER -