As a futurist, Mark Pesce is well aware of the impact that online education and training has on workforce development and learning. During his keynote presentation at the Training Providers Forum on Monday, he cited the growing popularity of massive open online courses (MOOCs), which are steadily becoming more mainstream. Most registered training organisation (RTO) owners—and indeed, educators in all organisations—are understandably concerned about how these types of learning activities can erode or even destroy their existing business models… and their futures along with it.
Pesce reassured the audience that the rise of MOOCs and other digital learning options are not the death knell for traditional, tertiary educational institutions; they are, in fact, an opportunity for transformation. He identified three key areas of focus for educators, so that they can successfully compete in this new online learning environment:
- The “Now Moment”
- Assessment
- Location
The “Now Moment,” according to Pesce, is a human experience that DOES NOT digitise well. Whether it be a few heartfelt words of encouragement or timely feedback from a caring trainer, he believes the “human touch” is critical to differentiation from the digital learning space. The opportunity to access a mentor or coach, which can help turn learning into action in the workplace, is an important part of learning transfer. In other words, this human element simply makes the learning experience more meaningful.
Another strategic question is how does the student demonstrate competency? Many training organisations are turning to online assessment for automation of this activity (arguably one of the most expensive parts of an RTO’s business process). Pesce maintains that human assessment “means” something, and it will continue to be a crucial element of learner engagement and trust in the assessment process.
On the point of location, Pesce argues that a tertiary institution is integral to the local community and its industries. Tertiary institutions have educational agendas and focus areas that are different from more generalised online programs. A MOOC is everywhere and nowhere in particular, which is why Pesce suggests that MOOCs will not be able to address local issues very effectively. These course types are necessarily generic and certainly have their place, but RTOs need to focus on their key strength of location in order to contextualise learning in a way that generalised online training can’t currently compete with.
Pesce asserts that RTOs can transform themselves to deliver MOOCs, too, but perhaps more effectively on a smaller scale. With today’s technology, RTOs of all sizes can create a single, unified system of VET delivery, incorporating the pervasive accessibility and connectivity of MOOCs while still maintaining the personalisation and local emphasis that are so critical to learning transfer.
Reay Mackay
Managing Director
(Featured image courtesy of The Department of Training and Workforce Development.)