Diversity, Equity and Inclusion (DEI) is being framed as a political weapon these days, but the truth is that our economy requires that we produce a viable workforce and it serves no one if we are failing to include all people as educated, viable contributors in our society. We must design a student experience that enables the success of all learners.
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Many people have knowledge, but can they apply it? Job readiness is the accumulation of a variety of skills, in combination with a degree of mastery that allows someone to DO their role effectively. Surely they must know things, but they must also be able to apply that knowledge to effectively contribute to their organization. To move from “knowing” to “doing” is commonly the challenge facing employers in their talent pipelines
The demand for skilled workers across many sectors continues to increase, but without qualified applicants to fill positions, the demand for skilled workers will persist, and we will continue to experience the economic results. Perhaps the secrets to solving this job-related economic phenomenon lives with trainers and designers of learning experiences.
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Designing effective learning experiences needs to shift from pushing out content to pulling learners to integrate and apply knowledge
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The one who is given a voice has the power and, very often, we unintentionally choose pedagogy that does not foster more than one voice, or a very limited subset. Passive learning methods are prolific. There is little regard in this model for who the learner is, what their life experiences are, and we treat learners in this model as an empty shell into which we pour wisdom. It is not until learners integrate information into their own schema, into who they are, and into their life experiences that they have truly learned something they can use and apply. Simply presenting content is not fostering this type of inclusive learning or DEI.
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How can prior learning assessment (PLA) expedite career pathways? And what does this have to do with competency based education (CBE)? Is there perhaps a hybrid option to CBE that post secondary education will more warmly embrace? One that blends authenticated skillsTM into academic frameworks without abandoning all of higher education’s benefits?
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Aside from taking the students’ tuition, we take something even more precious from them - their time. Are we putting enough into the experience we are providing them in exchange for their most precious resource?
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