ABSTRACT

The concept of the Fourth Industrial Revolution is related to a ubiquitously connected, pervasively proximate (UCaPP) world and its response to Covid-19. Pedagogies need to be aligned with institutional ‘quality education’ and changes in the nature of the undergraduate student intake to formulate a 'Future Educational System'. Considerations include students from ‘non-traditional’ sources adapting to existing university structures and how procedures might accommodate these students in addition to changes and disruptions resulting from Covid-19. Mobile devices allow Personal Learning Environments (PLEs) to be developed in accordance with individual students’ needs. PLEs allow ubiquitous, flexible structures to develop educational quality. Policies should involve connectivist approaches and active learning via broad curriculum development and appreciate the importance of individual student needs and capabilities, socio-economic as well as academic. We stress the importance of broadening access to higher education, particularly for those who have been ‘neglected’ by current procedures.

摘要

第四次工业革命的概念与无所不在，无所不在的世界（UCaPP）及其对Covid-19的回应有关。教育学需要与机构的“素质教育”和本科生招生性质的变化相结合，以制定“未来教育体系”。考虑因素包括来自“非传统”来源的学生，以适应现有的大学结构，以及由于Covid-19造成的变化和干扰，程序如何适应这些学生。移动设备允许根据个人学生的需求来开发个人学习环境（PLEs）。PLE允许无处不在的灵活结构来提高教育质量。政策应包括联系主义者的方法和通过广泛的课程开发而积极学习的方法，并应体谅每个学生的需求和能力，社会经济及学术的重要性。我们强调扩大高等教育机会的重要性，特别是对于那些被当前程序“忽视”的人们。