10 Disruptive Innovation for Higher Education Shaping the World

Education has changed so much due to technological advancement and the learner’s behavior. Learners from all over the world can now receive education from remote parts of the world with the help of the internet and smart devices or computers. Due to the pandemic spread, the world has even understood the disruption deeply. We are going to introduce you to the top 10 disruptive innovation which is changing the entire education system and taken education into a new level.

10. Productive failure

The pupils are confronted with a complex problem without having received any training specific to this type of situation. After they have proposed a solution, they receive training directly related to the subject. The pupils do not necessarily find the solution but they are on the other hand obliged to grasp the structure of the complex problem.

9. Design thinking

In connection with the resolution of a problem as in the previous approach, “design thinking” is an original method of problem-solving (in general rather technical) implementing creative processes taking into account the concept of user experience. Learners must solve technical problems, but they must also understand how users perceive the use of the solution. In general, several actors are involved together in such work, the aim of which is to create an innovative service or product, we also often speak of co-design.

8. Formative Analytics

unlike analyzes of learning data which focus on learners’ results, formative analysis helps to reflect on what the students have learned, what can be improved in the training and how to move the students forward. This analysis is done regularly, throughout the learning process and continuously identifies the strengths and weaknesses of a teaching or a student and adjusts the pedagogy accordingly. The formative analysis is also very powerful in detecting inconsistencies or biases in a student’s learning; it can also offer corrective measures by giving the parameters that are at stake.

7. Learning Through Social Media

Facebook, Twitter, Google+, LinkedIn, Instagram, Slack, social networks are increasingly used by everyone. Through these uses, learning is possible which is not simply learning the tool! Based on their communication, sharing, collaboration, creativity, and archiving functions, new educational activities can be envisaged, deeply rooted in the social habits of the students. On social networks, you can launch projects, contests, surveys, research. So many activities that can be the basis of educational innovations.

6. Reformulation

After the teacher has given his explanations, he ensures that his thinking has been well understood by asking the student to explain in return what he has just instilled in him. This diagram can be applied on several scales: thus, in reasoning with stages, the expert ensures successively by the method of reformulation that each stage has been well understood, then he applies this method again to teach reasoning global. By extension, in group work, we can ask everyone to rephrase the comments that have just been made before bouncing on them.

5. Gamification of Learning

learn using methods from video games or learn something while playing to a video game especially educational video games or serious games, as everyone considers around the world. A typology of educational video games can be found in various places. If the video game is well done it can make learning fun, interactive, and motivating.

4. Learning for the future

Learning for the future in this approach we no longer wish to teach only the mastery of disciplinary contents but also the tools that come with conceptual, methodological, social, psychological learning which will allow learners to be able throughout their lives to self-train. That is to say to guide oneself in the questioning of their knowledge, to know how to learn, unlearn, and relearn over the changes of an increasingly complex and inherently unpredictable world.

3. Trans-language

“Trans-language” is not the simple translation of resources from one language to another. It is in fact a question of enriching learning by the use of several languages ​​or even by several other ways of communicating (by the gesture, by body language, by facial expressions, by drawing, by interposed media). It also means giving students the keys to linguistic knowledge that will allow them to move easily between languages, to take from each what serves their thinking. This method can, for example, take shape in a course given in several languages ​​to benefit from the pedagogical advantages of each or else make students work in groups taking into account the linguistic and cultural background in a course.

2. Learn From the Crowd

Modern technologies make it possible to do collective or participative work, to exchange and share very simply. This is the case of the participatory web which goes from music sharing sites to knowledge sharing sites through crowdfunding sites or sharing of opinion.
The corollary of this approach is that what we create together belongs to all, they are Commons. Hence naturally the use of technology to make others a source of knowledge, teaching, and learning. Because, ultimately, is knowledge and education not common?

1. The blockchain for learning

First, you will not often find the French expression “chain of blocks” but rather it’s English translation “blockchain”. “The blockchain is a distributed transparent database, secure, and operating without a central control body”. A very good presentation of this new type of database can be found. While remaining fairly schematic and pragmatic, a block is a distributed computer file that contains data. The whole forms a blockchain which in the end is a new kind of database. The authenticity and immutability information present in the database is ensured by unbreakable encryption.

To conclude this article, note that these innovations can very well hybridize with each other. So, the example presented for productive failure is a mix of gamification and productive failure. We could very well imagine a design thinking work for the students to work on the creation of a board game intended to introduce a dose of gamification in given teaching.