So what is the new normal today?
What it always has been.
And as with most shifts, change begins with whispers which waver before becoming tsunamis.
MOOCs are an example. Initially MOOCs came into action without making daily headlines; today, rarely a day goes by without the media highlighting a new MOOC, advantages and disadvantages of MOOCs and all other opinions, fears, challenges and opportunities that MOOCs bring with them.
Contrary to many of those in the ivory towers of knowledge, I have always believed that education was all about change. Yes, there are the power factors too which reign in education thus maintaining the status quo of societies. Perhaps it was because of all my linguistic transitions; perhaps because of my personal narratives, I often have been on the edge of social circles, a resident, never quite an ingrained citizen. Perhaps these are purely irrelevant concoctions as there will always be individuals who provoke shifts, nodes of change who meet, who connect, and in serendipity, add to the currents of change.
It is within these narratives, these desires, these perceptions of new possibilities and clearer objectives, that changes happen too in education. The new normal is not invisible. The new normal has been here for a while, being daily added to, re-mixed and re-used.
What still needs to happen is for the new normal to be widely acknowledged, accepted and, most importantly, practiced.
In the visual above, Heick (2013) stresses 7 main shifts in the educational world today. I hesitate to agree with point 5 – if there had been no interaction before, there would never have been changes. Obviously, today interactions are more immediate and far reaching; the effects of OERs, for example, are still to be seen. Additionally, I would argue with point 2 being “new”. For all the negative rap that academia may sometimes receive, critical reflections are at the core of academia. In the new normal, it is expected, practically demanded, that the learner too takes the reigns of learning, of producing critical thought to a new level of production.
The new normal is sometimes unrealistic.
How many students actually want that power? How many young people actually demand that responsibility? And how many are really able to dare and take the responsibilities of freedom of thought?
The new normal is provocative.
The new normal is.
Boyd (2013) refers to the Faustian bargain that has permeated education, explaining that initially, “the cost and difficulty of managing the insertion of computers, networks and smart boards into class rooms proves more costly than any benefits gained. This has been true of early adoption cycles for technology in every industry.” Today it is visible to all that the interface between technologies and classroom is a smoother reality, stretching out to developing countries as well.
No change comes without failure. The new normal accepts failure as part of the process. As an educator, I must necessarily accept a lesson which fails because my students did not achieve what I had planned with a specific tool. Perhaps they were not ready. Perhaps the failure was mine, not having selected a less demanding digital tool or task. However much I reflect and plan, I must accept failure too, as part of the new normal – not as personal, ethical or moral defeat. Shifts challenge.
Unrealistic, provocative, challenging. The new normal may induce discomfort at times (failure is never pleasant, for example). But is precisely because of discomfort that the new normal has come into being. Hence, the discourse of “disruption” so often heard in thought circles today – not the disruption of misbehaviour, but the disruption of past perspectives and practices. Below is another example of how the new normal transcends borders.
The new normal is open.
How do you embrace the new normal?
Boyd, R., 2013, SuperHuman Education
Hartley, S., 2013. Digital Literacy: New Literacy?
Heick, T., 2013, Shift_Learning: The 7 Most Powerful Idea Shifts In Learning Today
“OER will need 20 to 30 years to reach its ultimate global realization” interview with Fred Mulder, chair of UNESCO OERs