Developing education for eco-systems: O365 & Azure

Adoption of the capability of platforms such as Office 365, with high powered W10 desktop and or devices, adding new forms of insight through Azure, will prove to differentiate 21st Century schools. These technologies will differentiate between schools focused on transformation and renewal over digital substitution of tradition. 

The broader value, when considering the sophistication of knowledge development or creation as key teaching and learning aspects towards talent development (in addition to academic results), the tension between establishing equity, academic performance and satisfying compliance requirements (which often requires significant administration), the breakthrough advances of rich technology choices becomes obvious. 

An example used is that of the typical activities educators provide in a traditional environment, with fact-based remembering (as the dominant performance driver), to achieve delivery, performance and compliance activities, across practical-based subjects. 

As well as being able to deploy new or agile, no compromise, learning systems and enablers quickly, Table 1 reflects that when O365 and Azure are combined to deliver transformation objectives, combined, through content provision, higher order thinking learning rubrics embedded or empowering new course design, automated student-work flow management, department/staff/student collaboration and or instant (or near instant) grading/feedback, the effects of these technologies are profound.

From an equity standpoint, “inequity” exists as evidence reveals that the majority or up to 69% of education funding is invested with educators time performing administrative tasks - as a reflection of churn based education. As a result of immeasurable direct-teaching and post-learning assessment, and reduced 1:1 and or engaged-state of learners, students feel “Children and young people feel socially and or culturally dislocated and are not enjoying and achieving learning success”. 

In contrast, from a teaching quality perspective, the effect of redeploying wastage into planning, course modernisation, 1:1 delivery and proven cognitive development – shifts upwardly the engaged state of learners shifts remarkably. This is attributable, in part, deploying immersive methodologies driven by digital enablement and empowerment of learners through O365 with Azure; while establishing the measurability of strategic shift, programme performance, subject, teaching and class performance in real-time.

Examples include:

  • Quantifies the quality of planned teaching activity and programme performance by predictively measuring the density of planned activities, lessons and projects vs. learners cognitive receptiveness, learning style compatibility and development. 

  • Ability to manage, intervene and provide live-feedback of/on a students performance in the immediacy of the moment

  • Allows instant grading or real-time assessment with live dashboards for drilling into the detail.

As a result, with real-world learning, instant feedback and culturally responsive facilitation, “Children and young people are socially and or culturally located and are enjoying and achieving learning success”. That said, in this example, traditional class administration remains a key area of wastage to resolve as significant time is consumed taking manual rolls / filling in and transporting paper registers to central offices). IOT and location-based service technologies present incredible opportunities to address this area of compliance.

Thus, technology choices create or defines, metaphorically, a binary difference between digital substitution and transformation, which is strongly linked to a schools posture. This is, often, between roll development vs. the quality of their strategy in terms of talent development, programmes designed to increase employ-ability outcomes and innovation-focus to support community/regional prospects.

However, as a result of rich technology enablers, the broader value of talent development drivers relates to developing sophisticated learning programmes where graduates are able to enter industry and or tertiary, motivated and equipped with analytical and applied skill development, through higher order immersive or interdisciplinary learning.

As a Global Innovation Index data shows, this posture and sophistication of education-strategy, at school level (with these enablers), will continue to define the ascension of nations. This is in terms of leveraging the intelligence-properties of these technologies to justify investments into improving their contribution to the connectedness and effectiveness of education-industry eco-systems, innovation outlook, market sophistication, knowledge diffusion, knowledge impact and creative outputs.

3 views0 comments