For many years after the invention of the automobile the predominant design thinking was influenced by the preceding age of horse-drawn transportation. In fact, early automobiles were referred to as horseless carriages. It took a number of decades for auto design to break out of this confine and evolve into the many automobile variants we see today -none of which look like a carriage. We have moved from the age of the horseless carriage toward the age of the driverless car.
The world-wide web is a break-out technology for education in the same way the automobile was for transportation. However, the predominant design thinking in education is still confined by the pre-internet age. In many ways we are in a horseless carriage phase of addressing technology in education although there are a number of areas, such as active learning space design and assessment, where this is beginning to change.
One institution that has made a large-scale commitment to breaking out of the traditional thinking in educational design is Arizona State University, which bills itself as the “New American University”. It tries not to be constrained by such academic traditions as high entrance requirements, 15-week semesters or fixed academic disciplines. As a result, some interesting ideas have developed and the university has been able to thrive and grow even in the face of substantial cuts in state support. In this video, ASU president Michael Crow outlines the concept and the design thinking behind it:
This is a good example of the educational equivalent of letting go of the horse. It involves truly embracing the new world created by the Internet and rethinking what an educational institution is and how it should operate. I have noted in a previous Blog what history tells us about organizations that cannot break out of previous paradigms.