Позитивные изменения. Том 3, № 3 (2023). Positive changes. Volume 3, Issue 3 (2023)

NEW LEARNING FORMATS

The swift transition from an analog society to a digital world, set in motion during the pandemic, is an irreversible phenomenon. Higher education institutions bear the responsibility of seeking innovative solutions in the realms of education and science. They are the architects of adaptive strategies and drivers of societal development. The way these challenges are addressed within each individual institution significantly influences the course of its third mission.

Adapting to this new reality, every university is crafting fresh modes of interaction. For instance, Chung-Ang University continues to embrace “contactless” (remote) learning, an approach inherited from the days of the pandemic. Meanwhile, Korea University is establishing new departments tailored to the demands of contemporary technology.

Kookmin University leads the way in discovering and implementing innovative learning formats. The institution has pioneered a specialized educational foundation with a strong emphasis on collaborative learning. Professor Lee Seok-Hwan, the Executive Vice President for Academic Affairs, firmly believes that the times call for new approaches. Here are some of the transformative initiatives they’ve introduced.

Eureka Project: Transformation Curricula through Practical Engagement

Traditionally, university education begins with theory, with learners delving into the history and principles of their field before gradually transitioning to practical application. However, freshmen entering university right from high school often struggle to grasp the relevance and purpose of theoretical knowledge Hence, following the Eureka approach, first-year students engage in practical, real-world experiences right from the start. Only in their later years, after confronting tangible challenges and hurdles, do they transition to theoretical coursework. By then, these students possess personal experiences and specific questions, making theoretical learning significantly more effective and sought-after. They recognize that, without a solid theoretical foundation, tackling practical challenges becomes a daunting task.

“HOT Team” Project:[102] A Format for Training in Teams

In a collaborative effort with instructors, students delve into and pose questions that society often takes for granted. Through group dynamics, they unearth fresh perspectives on seemingly mundane issues and craft creative solutions aimed at enhancing society across all levels.

Project Alpha: A Project-Based Learning

Approach Here, a group of students, or even an instructor, suggests a topic that the entire group subsequently explores. This project empowers students to focus their attention on subjects that truly interest them, allowing for a comprehensive and in-depth understanding.

HOT + Alpha Project: Advanced Teamwork Course

Combining the best practices of the preceding endeavors, this project serves as a convergence point for various disciplines. Within this dynamic crucible, previously non-existent technologies take shape. Over time, this research endeavor evolves into an educational course. What sets this course apart is its long-term outlook: it isn’t confined to a single academic semester or two but spans a duration of 10 to 20 years. In essence, students and faculty may come and go, yet the project endures.

An intriguing facet of Korean higher education lies in its active inter-university collaborations. Multiple universities establish platforms for collaborative work, effectively opening the same course to enrollment across multiple institutions.

It’s worth noting that nearly every speaker at the Rectors’ Forum highlighted the potential for cooperation with Russian universities. This interuniversity collaboration could well serve as a conduit to sustain interaction between our nations during periods of political and economic cooling.