In the early age, knowledge transformation was done heart by heart. Students either used to learn one by one or in a group and record the knowledge on bones, leaves and stones. Centuries pasted, societies modernized and systems transformed over the years. In 1400s, when the printing press came into the place and the publications turned industrial, a sexy thing, a jumbled source of information and a support to cite, the most fascinating object came into place and called a “Book”.
Every tick of a clock has induced modernism and obsoletes the old genre. Inventive choices, novel social changes and the evident alterations in social stratums ignited the urge to adopt changes. Medium of instructions have revolutionized, learning formats have transformed and the educational processes have been institutionalized. The knowledge-based institutional transformation brought a competitive scenario in the education industry and the ambiance of buildings, digitization of content delivery and in-campus facilities became the variables of the competition and the primary objective from knowledge delivery has been changed to profit maximization.
The effectiveness and usability of knowledge emerged as a challenge and an irony identified that the knowledge delivery and gaining process is just a transfer of information for the sake of degrees and does not have any significance in terms of induction of information for changing mindsets and driving change in the society. Like Mark Twain once said, a college is a space of transferring professor’s notes to the student’s notes without using the brain of either.
e-Learning methods have evolved and millions of video lectures have been uploaded on digital channels for enabling the vitality of knowledge but the research shows that by changing only mediums you cannot bring effectiveness in knowledge delivery.
Rosalind Picard, a professor of Media Arts & Sciences at Harvard has conducted a research at MIT and published in 2010. By using technology, she has monitored the student’s brain activity at different situations. She observed that the brain activity is minimal while watching TV and the other situation where the brain activity flat-lined was a “lecture class”. Interestingly, the student’s brain activity was at maximum while sleeping.
Keeping in view the observations of Rosalind Picard and comparing them to the digitized sources of content delivery, we have transformed the learning mediums to videos and through mobile applications and combined the lecture class and TV where we have observed that the brain activity is already minimal and resultantly facing an ineffective usability of the knowledge, lack of practical mindset and many other technical deficiencies.
Learning is about content, curiosity and relationship. In order to intensify the noteworthiness of the realistic outcomes we ought to enable the working relationship and to maintain the orchestration between these components. Modifying lecture space, building state of the art educational facilities are important but not only the factors to improve educational process.
Ultimate objective of reinventing learning models should be crafted on the basis of “Transforming Student’s Life” not the “Lecture Space” only and to invent the receptive edification schemes to empower individuals and enable socities.