Abstract
Understanding the paradigm of transformative learning and pedagogies calls for delving deep into various nuances the concept holds. It begs of the readers to accept that transformative learning mainly in the digital realm has no destination rather a platform that continuously evolves. And as the chapter traverses to expound on the significance of transitioning from traditional to transformative learning, the value of change is profound. The need to design effective modules, instructional aids, and platforms with every turn of the century will go a long way into ensuring transformative learning in academia advances all its end users to where they need to be versus where circumstances place them. Key players that include students, teachers, and all other stakeholders must hold this concept in high esteem and be willing to operationalize transformative learning and pedagogies like a well-oiled machine if progressive outcomes are desired consistently. Purposiveness is the winning strategy to pursue.
TopIntroduction
To keep up with the trends of the 21st Century and beyond, education should expand its realm from the traditional instruction to something more advanced like technological instruction with its necessary innovative accompaniments. Additionally, it should not stop there, with time, instruction should continue to evolve and or conform to the latest trends. Meaning that cognizance and understanding of what is applicable today, may most likely not be the case fifty or hundred years from now. Therefore, the current mode should evolve in such a way that, when that time comes it will align with the newer timelines. As supported by Walt Disney’s perspectives revealing that “times and conditions change so rapidly that we must keep our aim constantly focused on the future” (Larche, 2021, p. 2).
The chapter showcases that while many institutions are cognizant of the various online learning platforms, there are mitigating circumstances that have deterred them from either fully or even partially adopting to digitized learning. In as much as the mitigating circumstances are inexhaustive some of them include the cost of implementing the online learning platform, learning styles, learning experiences, time constraints, geographical infrastructure of location, limited internet accessibility, resistance by university leadership to implement the technology, resistance from instructors to learn how to use technology, lack of IT support, lacking in sustainability due to disparity in economical acumen from location to location, problems with vendors and outsourcing technology, accessibility and effective support of the digital learning platforms, emergency remote learning and technological ignorance among other issues unique to a region or more.
Concurrently, as the other aspects of life evolve, like digitization of different industries such as agriculture, aviation, automotive, banking, construction, entertainment, hospitality, the military, mining, real estate, and tourism among many others, so should education instruction design transform. Moreover, education is one of the major pillars and platform for proficiency and advancement for other facets of life or engagement in the global market, its therefore only most sensible that digital learning takes precedence than lag.
Formulation for a better tomorrow demands that students be equipped with innovative instructional applications that conform to the tools they will utilize in the global arena. This is to not only advance their communities but to also successfully and effectively perform and compete in international frontiers as demanded. For all intents and purposes education should be in the forefront when it comes to digitization.
To further this discussion, the chapter will seek to elaborate on transformative learning and what it encompasses. This is to all relevant stakeholders to include students, teachers, educational technologists, instructional designers, policy makers and researchers, advisedly, the benefits of transformative learning will be expounded on accompanied by examples. Explorations of transformative and traditional learning will be done for purposes of showing what each represents and why change is vital.
The chapter discussions will explore on the varied paradigms of transformative learning and pedagogies in education, including the justification for using them. Justification for instance would portray that education quality and student outcomes are greater and better when transformative learning is utilized. The discourse will present examples of existing or upcoming transformative applications such as gamifications and coding that if used as partners to empower student learning will potentially dramatically engage students in a style of learning befitting the 21st century students. Including provisions of pedagogical models to help teachers empower students to learn meaningfully.
Key Terms in this Chapter
Justification: Is the act of demonstrating that something is right and sensible.
Online Module: Describes lessons or units that are taught online, which contains content and activities designed to set a straightforward learning path for learners.
Digitization: Is to computerize processes, whereby an entity migrates from manual ways of doing things to digital technologies resulting in streamlining business operations, while increasing efficiencies and effectiveness.
Traditional Learning: Is usually classroom instruction that includes an instructor and students, characterized by interactive activities, socializing, writing lecture notes, receiving homework, and taking exams.
Transformative Learning: Involves a shift from the basic traditional learning style to digitized learning that incorporates three dimensions: psychological, convictional, and behavioral, aimed at increasing the depth of learning.
Global Market: Represents activities of trading and providing various types of services in all countries of the world. This may also include transacting business through the online economy.
Innovative Pedagogies: Are approaches that can guide teaching and transform learning. This concept leads the way of teaching together with an exploration of how the process of teaching is impacted by those innovations.
Pedagogical models: Encompasses the life cycle of learning that instructors that care about being effective use to enhance effectiveness in teaching which includes, the five phases of instruction that advocates for engagement, exploration, explanation, elaboration, and evaluation.
Paradigms: Means to showcase patterns and or examples of concepts or models.