The Knowledge Review The 20 Most Innovative STEM College and Universiti | Page 37

Interfacing with the Society through the Classroom Touch Point
It has always been the universal notion that learning can take place only in a classroom. Classrooms are
designed to create a controllable environment where learning can take place through well-directed focus.
Using classrooms as the primary “touch point” for learning creates many hitches. The system that
regulates the classroom also controls the time when learning can take place, the students who will
participate, the media used, the tools, the pace, the subject matter, and in most of the cases, the
results too.
However, the classroom-centric education system does not necessarily define a robust
learning environment. Learning takes place from the moment a person wakes up in the
morning until he/she goes to sleep at night. In fact, learning continues even while a
person is sleeping.
Certainly, some topics like math and science require a more structured form of
education for some students to grasp the information being conveyed, but
learning is not solely dependent upon a classroom. In some cases the
classroom may be an optimal environment for learning to take place, but most
often it is not.
To inculcate knowledge faster and better, some of the new and important
touch points for our mind include our computers, video magazines, handheld
televisions, electronic newspapers, cellphones, video games, MP3 payers,
artwork, and much more.
The pace of change around us is mandating that we produce a smarter, faster,
and a better grade of human being. Existing old conventional systems are
preventing that from happening. Future education system will rise-up with the
advent of a uniform and rapid courseware-builder along with a single point global
distribution system. Typically, students are required to achieve both breadth of
knowledge across disciplines and depth of knowledge in a particular chosen subject
area, particularly known as a major. For this reason, students studying Arts or Humanities
are required to take science courses, and vice-versa.
There is a dire need for a standard architecture defining an organic courseware module. The
software needed to build such courseware is also required. Technologically thinking, one solution
to these could be a participative courseware-builder that allows the general public to create courses
on any conceivable topic. We expect many companies will attempt to solve this problem, but the
market will quickly gravitate towards the one it likes best, and yet again, we’ll bound ourselves to a
system, though a re-invented and a better one. T R
October | 2017
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N O W L E D Education.
G E R Innovation.
E V I Success
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