Technology or didactics? This debate about contemporary learning is a perennial favorite. But why should it be an either / or question? In fact, technological and didactic innovation are mutually dependent. The real question is: Which technologies do educational institutions need for the didactic quantum leap? What new technical possibilities are there?
Native or native cloud?
With the triumph of the Internet and the permanent networking of end devices, a new form of IT has prevailed. Data is no longer just on hard drives with native operating systems, but mostly on servers and more often in the cloud . But from the cloud comes not only data, but also computing power or software, all in the form of services. Native cloud is the application development and deployment approach that consistently leverages cloud architecture. It's about much more than just providing data via the cloud.
Serverless microservices
Native Cloud (NCA) applications use a cloud computing framework to connect a variety of so-called microservices to provide all the features and services needed for the applications. These microservices are loosely coupled and can be operated on different servers or at different locations. This distributed model has to be taken into consideration right from the development stage - so a microservice can be provided today via a Linux server and tomorrow via a Windows server. This makes the development more complex, but ensures agility and portability.
In most cases, the individual microservices work independently of each other and only provide a specific function. Communication with other services within the framework of the cloud computing framework takes place via open interfaces.
Native cloud or traditional software?
This means that NCAs are not tied to specific hardware or specific operating systems. Depending on the requirement, services can only be run by one cloud provider, but users can also combine them with mixed sourcing with local or hybrid environments (if they are not shy of the challenges of on-premise solutions).
NCAs can also be scaled without additional hardware: If more power is needed at the beginning of the semester, this can be done as well as the reduction in performance on Christmas days. Self-provisioning ensures performance and reliability.
services such as sofatutor.com or social media, the cloud is standard and the only reference. Some users fear the loss of control of the software used in cloud solutions or have reservations about the confidential treatment of data - especially with regard to the implementation of the European Data Protection Regulation (EU GDPR). Can users really be sure that no data will be tapped on any microservice interface?
To this end, there are offers from different providers based on secure and certified cloud data centers in order to meet the high demands placed on data protection in Germany and Europe. This is of particular importance to educational institutions. Because it is about the protection of highly sensitive data such as grades or detailed medical certificates in examination withdrawals. Here, contracts and guidelines must reflect the EU GDPR clean. Contractual protection is a must and requires special attention in the transition to the cloud.
Stumbling blocks: Fragmentation and unclear digitization strategy
Educational institutions usually have a mature IT infrastructure and professionals with extensive IT knowledge. Both should use IT managers, because depending on the individual situation, the mixed sourcing of required functions is recommended. For example, the status group management or the transmission of test results in the grown on-premise system - the requirements and needs of the users are identical here across the university. On the other hand, IT-specific applications such as virtual laboratories or business simulations will be hard to develop and provide on-premise.
Mixed sourcing is about avoiding two stumbling blocks. The first, as with any enhancement, is the possible fragmentation of IT. The more diverse the IT becomes, the more difficult the interaction can become for the inexperienced user. To keep educators and learners from using digital education, IT must ensure a seamless learning environment. Such a tailor-made solution can involve a considerable amount of work.
The second stumbling block is also a fundamental one: a clearly formulated IT and digitization strategy that coordinates the people responsible, resources and schedules. Only then does it become clear which sourcing strategy applies and who is responsible. Is it the university administration? The IT? Or does each institute decide for itself? Only the clarification of these questions provides the necessary planning security for the implementation and acceptance of digital learning. The University Forum Digitalization - as an independent national platform of discussion - brings in its theses to the digitization of higher education to the point: "Universities do not lack digital teaching and learning innovations, the lack exists in their structural and above all strategic dissemination" and calls for the "strategic dissemination of digital teaching and learning within the university."
No telephone no long-distance call, no digital education without the cloud
The stumbling blocks show that technology can both be the factor enabling and the limiting factor. No phone call without a phone, no whatsapp without a smartphone and - in the future - no digital education without a cloud . Even if it is pointed out, educational institutions and especially universities are subject to an enormously high pace of innovation and corresponding pressure.
What seems remote today is tomorrow's standard. Classical classroom instruction is increasingly being added to digital elements: learning videos are gaining ground, relieving them of routine tasks and thus creating room for more individual attention. Social interaction and collaboration gain a new status. For example, NCAs allow students to collaborate remotely at their joint presentation on the latest case study by integrating Office 365 or other office services from home. Likewise, the omnipresence of social media is reflected in education: teachers increasingly communicate with learners through Facebook & Co .; IT systems are therefore in demand to connect.
Artificial intelligence, the use of learning statistics or data-based performance appraisal, comprehensive plagiarism control and many more things add to the didactic repertoire. This is completely independent of whether one uses digital technologies intensively or behaves rather and which educational concept one follows.
Teachers what teachers need
Educational institutions need a technical infrastructure that can cope with current requirements. It has to be able to expand functionally fast and effortlessly - such as file-sharing services or content providers.
It should also allow learning globally and on all devices because of today's learners are mobile. Whether video size limitations, module incompatibilities, or incomprehensible user interfaces - technology should enable, not limit. Above all, technology should be a valuable tool for teachers in the didactic quantum leap. We will certainly see many new features.
Native Cloud (NCA) applications use a cloud computing framework to connect a variety of so-called microservices to provide all the features and services needed for the applications. These microservices are loosely coupled and can be operated on different servers or at different locations. This distributed model has to be taken into consideration right from the development stage - so a microservice can be provided today via a Linux server and tomorrow via a Windows server. This makes the development more complex, but ensures agility and portability.
In most cases, the individual microservices work independently of each other and only provide a specific function. Communication with other services within the framework of the cloud computing framework takes place via open interfaces.
Native cloud or traditional software?
This means that NCAs are not tied to specific hardware or specific operating systems. Depending on the requirement, services can only be run by one cloud provider, but users can also combine them with mixed sourcing with local or hybrid environments (if they are not shy of the challenges of on-premise solutions).
NCAs can also be scaled without additional hardware: If more power is needed at the beginning of the semester, this can be done as well as the reduction in performance on Christmas days. Self-provisioning ensures performance and reliability.
services such as sofatutor.com or social media, the cloud is standard and the only reference. Some users fear the loss of control of the software used in cloud solutions or have reservations about the confidential treatment of data - especially with regard to the implementation of the European Data Protection Regulation (EU GDPR). Can users really be sure that no data will be tapped on any microservice interface?
To this end, there are offers from different providers based on secure and certified cloud data centers in order to meet the high demands placed on data protection in Germany and Europe. This is of particular importance to educational institutions. Because it is about the protection of highly sensitive data such as grades or detailed medical certificates in examination withdrawals. Here, contracts and guidelines must reflect the EU GDPR clean. Contractual protection is a must and requires special attention in the transition to the cloud.
Stumbling blocks: Fragmentation and unclear digitization strategy
Educational institutions usually have a mature IT infrastructure and professionals with extensive IT knowledge. Both should use IT managers, because depending on the individual situation, the mixed sourcing of required functions is recommended. For example, the status group management or the transmission of test results in the grown on-premise system - the requirements and needs of the users are identical here across the university. On the other hand, IT-specific applications such as virtual laboratories or business simulations will be hard to develop and provide on-premise.
Mixed sourcing is about avoiding two stumbling blocks. The first, as with any enhancement, is the possible fragmentation of IT. The more diverse the IT becomes, the more difficult the interaction can become for the inexperienced user. To keep educators and learners from using digital education, IT must ensure a seamless learning environment. Such a tailor-made solution can involve a considerable amount of work.
The second stumbling block is also a fundamental one: a clearly formulated IT and digitization strategy that coordinates the people responsible, resources and schedules. Only then does it become clear which sourcing strategy applies and who is responsible. Is it the university administration? The IT? Or does each institute decide for itself? Only the clarification of these questions provides the necessary planning security for the implementation and acceptance of digital learning. The University Forum Digitalization - as an independent national platform of discussion - brings in its theses to the digitization of higher education to the point: "Universities do not lack digital teaching and learning innovations, the lack exists in their structural and above all strategic dissemination" and calls for the "strategic dissemination of digital teaching and learning within the university."
No telephone no long-distance call, no digital education without the cloud
The stumbling blocks show that technology can both be the factor enabling and the limiting factor. No phone call without a phone, no whatsapp without a smartphone and - in the future - no digital education without a cloud . Even if it is pointed out, educational institutions and especially universities are subject to an enormously high pace of innovation and corresponding pressure.
What seems remote today is tomorrow's standard. Classical classroom instruction is increasingly being added to digital elements: learning videos are gaining ground, relieving them of routine tasks and thus creating room for more individual attention. Social interaction and collaboration gain a new status. For example, NCAs allow students to collaborate remotely at their joint presentation on the latest case study by integrating Office 365 or other office services from home. Likewise, the omnipresence of social media is reflected in education: teachers increasingly communicate with learners through Facebook & Co .; IT systems are therefore in demand to connect.
Artificial intelligence, the use of learning statistics or data-based performance appraisal, comprehensive plagiarism control and many more things add to the didactic repertoire. This is completely independent of whether one uses digital technologies intensively or behaves rather and which educational concept one follows.
Teachers what teachers need
Educational institutions need a technical infrastructure that can cope with current requirements. It has to be able to expand functionally fast and effortlessly - such as file-sharing services or content providers.
It should also allow learning globally and on all devices because of today's learners are mobile. Whether video size limitations, module incompatibilities, or incomprehensible user interfaces - technology should enable, not limit. Above all, technology should be a valuable tool for teachers in the didactic quantum leap. We will certainly see many new features.
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