Building the Future 

Post Secondary Colleges and Universities are in the midst of an innovation revolution with their service delivery because they know that traditional generalist models of learning are no longer viable. With overall enrolment numbers dropping in certain programs, the reality of budget cuts and lay offs settling in, and as caps on international student learning occurs in some regions, colleges and universities know they have to create responsive learning to meet the needs of their current learners, become relevant as well as competitive in larger post secondary markets, and increase enrolment in preparation for new as well as emerging job industries or opportunities.

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The solution for many post secondary institutions is to expand their polysynchronous offerings by providing flex classes, flipped classrooms, and by expanding reach to a larger population of students. A challenge, however, is that responsive learning is more than a scheduling solution. There is an opportunity to be able to create differentiated learning communities to scale towards program demand, appeal to working learners, and build out relevant programming with industry partners particularly in areas of technological innovation, high demand skilled trades, and niche service delivery areas. 

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By implementing a differentiated learning community model, post secondary institutions can broaden offerings, reduce costs, engage in personalized learning, and innovate programming in ways that are relevant by supporting their learners to have an education that is industry-relevant and results in high job placement rates. 

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During this affordability crisis, more working learners will be returning to school to upgrade or even change careers. With AI automation, the landscape of employment is changing and now learners will be preparing for highly competitive and technically-skilled HI (Human Interface)  jobs which require human to human service delivery, technological oversight, and advanced critical thinking as well as problem-solving training.  Such bold initiatives cannot be met within traditional generalist models of education because students need to engage in pathways of learning with structured cohorts, flexible  exploration, and self-paced mastery so they can have concentrated skill focus as well as extension activities according to the strengths of their learning styles.

 

As Educators we can help students to...

 

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