In 2015, LTI started a consultative discussion with students across the campus with the broad aim to discuss, debate and engage about what teaching and learning and technology with technology could look like at LSE in 2020. During the lent term of 2015, we led a project to film 100 students from 20 departments across the entire spectrum of undergraduate and postgraduate programmes talking about their vision for teaching, learning and technology at the LSE in 2020. We called this project LSE 2020 Vision.
We collected over 300 mins of footage where students opened up about their experiences and expectations of technology in their education, on how technology would support their emerging careers and finally on what they believed the learning and teaching experience (with technology) would look like in 2020. We edited the videos into a number of short ‘teaser’ films leading to the creation of a compelling and persuasive video describing the vision of LSE students today about education and technology in 2020. They are very persuasive cases for how technology can transform our student experience and their future working lives.
The students were articulate, pragmatic and passionate about the future of technology in their education. They told us their stories, the ambitions, their doubts, their opinions and their ideas.
The key findings included;
- A strong belief that technology could overcome the problems of a one to many educational paradigm and help to personalise their learning (students expected this technology to be innovative, seamless and easy to use);
- A number of students saw a critical role for online learning blended within their face to face experience;
- Many students argued that they ‘don’t know what they don’t know’ supporting the need for exposure to new and innovative teaching practices in order to expand their experiences (“I don’t think we understand what we are missing out on in any way because […] we don’t know what technology is available and how it is changing.”);
- Students argued for both better use of existing technology and for new technology as ways of improving the quality of their education, identifying the importance of their laptops to their education, and pointing to more effective use of innovative practices and platforms for learning and assessment;
- There was a strong message that technology in education was critical to their ability to feel empowered and use social science to understand and shape their world (‘I need to access to things I need to further my understanding of the world’).
You can find a copy of the final report compiled by Helen Axe and Laurent Lioté from LTI right HERE. It used a grounded theory approach to help understand the stories that are being told by students and represent those stories to construct the meanings behind what they are saying.