Education 4.0: Is Characterising and Harmonising Intelligences a Way of Thinking about a Pedagogy 4.0 for Higher Education?
Bunce, M., Ravenscroft, A. and Richards, P. 2022. Education 4.0: Is Characterising and Harmonising Intelligences a Way of Thinking about a Pedagogy 4.0 for Higher Education? in: Malloch, M., Cairns, L., Evans, k. and O'Connor, B. N. (ed.) The SAGE Handbook of Learning and Work SAGE Publications. pp. 653-669
|Authors||Bunce, M., Ravenscroft, A. and Richards, P.|
|Editors||Malloch, M., Cairns, L., Evans, k. and O'Connor, B. N.|
Since Klaus Schwab introduced the notion of the fourth industrial revolution (IR4.0) in 2016 there has been intense dialogue, particularly in Higher Education (HE), about what an implied Education 4.0 should look like and how it should be operationalised in teaching and learning practice. This debate is centred on the notion that the intersection of Artificial Intelligence, Big Data, constant – and often de-localised – connectivity and robotics (Industry 4.0) establishes a fast-emerging need for an educational paradigm shift, through which teaching, learning and assessment could be completely transformed. Although, according to the UK Jisc, at the time of writing, these developments are currently 5–10 years in the future, we argue that there are a number of conceptual strands that can be considered to present an important broad-brush picture that illustrates the current state of play in a useful way. These can help to guide our thinking about developing a Pedagogy 4.0.
|Book title||The SAGE Handbook of Learning and Work|
|Online||26 Oct 2021|
|31 Oct 2021|
|Publication process dates|
|Deposited||08 Mar 2022|
|Digital Object Identifier (DOI)||https://doi.org/10.4135/9781529757217.n41|
|Copyright holder||© 2022 Margaret Malloch, Len Cairns, Karen Evans, and Bridget N|
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