Our current educational management is outlining the future of education. Faced with this, we ask ourselves: What role do technology and new teaching methods play in this? I dare to say that its role becomes fundamental and its impact will be even greater than imagined.
Technology has not only come to improve communications, to make them more real, but it has narrowed the distance gap between the links that isolation had caused. And after enormous efforts to improve to meet again and be closer, he begins to propose a new scenario of virtual spaces where education will begin to coexist in the not so distant future.
These experiences could be thought of today as integrated into the teaching processes, at a time when very interesting concepts about thinking in other dimensions are also breaking out, where a human person with a virtual identity can also travel and be linked in metaverse environments, worlds that travel in parallel dimensions. with the same human beings, only in the form of Avatars. Will this be possible in higher education?
In this new environment of transformation, when we talk about technology we recognize endless new digital tools, software, multimedia resources, and even innovative pedagogical techniques that facilitate the linking of institutions with our peers and our students, in virtual environments. But the most important thing is how this technology has been integrated into teaching practicesbreaking the paradigm of modernity and the classical university, getting closer than ever to the constructivist models from the pedagogical, transforming and evolving.
Likewise, the challenge of the third dimension arises. Education is approaching a new dimension that is already happening in other work spaces. What does it consist of? Where are we going? What does it offer us? All these questions need their answers and the way to get them is to explore that new space that today is not yet real.
This is how we consider it and challenge ourselves before what is to come. Explore new possibilities and teaching and learning experiences, continue betting on technological innovations and, why not, also move to the third dimension as a complement.
Here the challenge that arises is to be able to think of augmented reality tools, bring resources to the teaching environment that would be impossible in real life, achieve scenarios adapted to the disciplines and specificities of the courses, or career subjects. Being able to summon characters from the story and being able to share with the virtual reality space.
It is about incorporating 3D and virtual reality resources into teaching platforms, replacing synchronous meeting rooms. Enabling interactive spaces in a unique and transforming experience to what is known until today.
It is taking another step, starting to walk a path that seems different from the one we knew, but with its similarities to the one we experienced that month of March 2020.
And almost as a prediction of what is to come, I invite you to think and anticipate the future where worlds in virtuality are already a reality, the metaverse starts from a common language of our digital natives, avatars are already beginning to replace them in that world. Virtual, identities are beginning to develop with more popularity today, NFTs are already beginning to make a common language not only for our teenagers, but in the different ecosystems in which it works.
Surely what we are writing in these lines will be obsolete in a few years, but for this we need inter-institutional agreements, from universities that are convinced that these changes are here to stay, technology companies committed to higher-level education that must continue incorporating experiences that make teaching-learning processes more accessible and dynamic. And above all, a large investment in teacher training that allows us to advance and sustain these transformations.
General Secretary of the University of Morón
Source: Ambito
