Many digital mobile technologies have all contributed to diminish the requirement for learning to happen in some constant, physical space, a centre of learning. Learning can happen anywhere, at any time. It is becoming less and less of a necessity for learners to physically come together to engage in collaborative learning processes, and learning can be more cost-effective and accessible in a more open, mobile environment. Will higher-learning institutions have to take a long look at their physical campuses, and the utility of them, as more and more income is derived from online services? Can the traditional linear education of four years of high school followed by four years of higher education, one physical location at a time, be replaced by a flexible, mobile learning experience?
Conversely, should the value of learning in place, in the presence of fellow learners, be allowed to pass by and be replaced with solely virtual collaboration? In this context, I believe that an important part of mobile and open learning will be Learning Mobility, whereby rather than finding ways to bring the learning of the institution to the student, we can also find ways to bring the student more easily and effectively to the place of learning.
A European Union initiative for a Civic University called CIVIS, is a collaboration of more than ten research universities throughout Europe–with partner universities in Africa, as well. The focus of this University is to enable Learning Mobility, which will allow students to pursue their learning in different locations, to learn alongside others in a new environment or culture, and to access diverse and innovative learning experiences.
CIVIS offers a variety of non-traditional programmes, like Massive Open Online Courses, Micro-Programmes, and Blended Intensive Programmes (in which the majority of learning happens online, but culminates with an intense, short-duration, in-person session). One of the challenges facing Learning Mobility and Mobile Learning is the authenticity of the credentials that are claimed by students and professionals. A key feature of CIVIS is its Passport, a blockchain-enabled digital tool that tracks and verifies a student’s learning within the CIVIS system. It allows robust verification of the learning activities the person has undertaken, and documents the learning outcomes, the competencies and skill acquired, and the method of assessment.
CIVIS is an good example of how current, traditional learning institutions can leverage all the digital tools of mobile learning in order to facilitate the movement of students from place to place as they begin and continue their learning journeys.
Free-to-Use Video clips in the videos I prepared above were sourced from Pixels.com, and are attributed below:
Video by Diva Plavalaguna: https://www.pexels.com/video/a-group-of-men-in-a-video-call-meeting-6985520/
Video by Julia M Cameron: https://www.pexels.com/video/girl-writing-on-her-notebook-4494856/
Video by Pressmaster: https://www.pexels.com/video/a-group-of-young-people-in-discussion-of-a-group-project-3209298/
Video by Vlada Karpovich: https://www.pexels.com/video/a-person-planning-and-looking-at-world-map-7429832/
Video by Adrien JACTA: https://www.pexels.com/video/canyon-in-petra-jordan-leading-to-the-lost-city-4361412/
Video by Taryn Elliott: https://www.pexels.com/video/panning-shot-of-floating-houses-in-halong-bay-3783455/
Video by Egor Kunovsky: https://www.pexels.com/video/drone-shot-of-nesvizh-castle-3851641/
Video by Kelly: https://www.pexels.com/video/aeerial-view-of-city-with-tall-buildings-2818546/
This is an interesting concept for higher education. Many students in K-12 Education struggle with the itinerant nature of their living conditions, either moving from school to school in cities as needed, or from town to town. For students learning basic educational concepts this is difficult to see as an advantage, but for higher education the opportunity afforded by mobility could be a real asset.