The future of education: hybrid system

29 Jan 2016

Currently, the success of learning efforts over a full academic year is generally only clear once or twice a year at mid and year-end exams. A hybrid system comprising digital elements, paper learning and teachers could be the way of the future.

Riaan Jonck, CEO of Pearson South Africa and Steve Vosloo, head of mobile at Pearson South Africa explain that while mid and year-end exams should and probably will always have a place in the educational framework, the stress and pressure surrounding them could easily be alleviated through the introduction of ongoing, digital assessments.

According to them, digital assessment technology has the potential to change the face of education in South Africa for the better. Key to this equation is the benefits such technology holds for teachers.

Says Jonck, "Studies show repeatedly that no matter the context, teachers are the fulcrum on which the success or failure of learners largely hinge. If teachers are overworked or cannot really gauge how their learners are coping on a regular basis, they will fall through the gaps and not reach their full potential."

Time to act

"The time to implement such initiatives is at hand, as South Africa and Africa is home to the largest number of young people that will be the employees of tomorrow. As such, a window of opportunity exists to make the most of technological platforms that could potentially catapult the continent to a completely new level.

"However, the window of opportunity is limited. If we do not take advantage of the tools at hand within the next five years, South Africa could fall behind and will face tremendous skills challenges in the future but major change is possible. Just look at how Africa essentially leapfrogged desktop systems and moved straight to mobile banking. It is quite possible for a similar quantum leap be made in the educational arena.

"In order for this to happen though, there needs to be teacher buy-in. They may be reluctant to implement technology solutions. We need to convince teachers that ongoing assessments, particularly via digital platforms are positive for everyone concerned.

"Ongoing digital assessment technology allows teachers to gauge accurately where students are at on their learning journeys. The assessments can be conducted at the end of each lesson, module or learning concept that would enable teachers to identify immediately whether or not a learner or a class as a whole understands the work. The teacher could then go over the work again accordingly. In this way, interventions can be made, as and when necessary, and not at the end of the year when it is too late. This would be empowering for teachers."

Vosloo explains that digital assessment technology would also greatly alleviate teachers' workload. "Given the nature of such platforms, work is marked immediately. This alleviates the marking burden on teachers, thereby allowing them to focus more on teaching or intervening. This is a real game-changing element that teachers need to be made aware of.

"As for the fear of losing their jobs to 'robots', we understand why teachers might be concerned about this aspect. Entire industries have been disrupted and people have lost their jobs because of various technological interventions. This simply is not the case in the educational arena. Indeed, it has been proven that there will always be a need for teachers to guide students on their journey. We anticipate that a hybrid system comprising digital elements, paper learning and teachers will be the way of the future."

Streamline learner progress

There are other benefits to be gained from ongoing digital assessments, including the fact that learners would find the process empowering and that the information gained could be aggregated and used to inform classroom practice.

Jonck adds that digital assessments would also enable learners to progress at their own pace and the potential to adapt learning to individuals exists. Several 'game-changing' adaptive programmes, such as Pearson's 'Test and Improve' and upgraded 'Pulse' are a case in point.

"Not all schools are ready for such interventions. Many should focus first on rolling out affordable, paper-based systemic testing and then aim to gear the technology around that."

Vosloo also cautions against using technology for the sake of technology. "Studies show that just adding technology doesn't make a difference to grades. The technology has to be used effectively in conjunction with all other educational and technological elements such as training to really make a difference."

"The point is South Africa is at a crossroads. If we are to harness the true potential of our youth, ongoing assessments integrated with digital platforms need to become a reality. In order for this to happen, teacher buy-in and political willpower are crucial. The time to act is now."