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The Future Relevancy of University Institutions’ Teaching in the Digital Era

机译：大学机构在数字时代教学的未来相关性

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The paper focuses on the structured and well-planned design and execution of courses in academic studies in general, and in architecture in particular, based on the great relevance of the learning-centered approach for teaching in universities in the digital era, related to the traditional teaching-centered approach applied in the majority of academic institutions today. The design of a course according to the learning-centered approach has unique value, particularly in the information era, with computers virtually and instantaneously transmitting endless knowledge. In the learning-centered approach, unlike frontal transfer of information, a dialogue is formed between academic faculty and students, leading to compatibility between learning outcomes (course goals) and teaching methods. stressing the value of course design according to the learning-centered approach are necessary as a result of social, cultural, and technological changes in the current information highway era and the consequent status of knowledge as possessed by everyone, while noting and emphasizing the special needs involved in the challenges of teaching and learning in this era. The paper also depicts the significance of recording learning outcomes, and the benefits and challenges associated with the formulation of learning goals. To illustrate this topic, development of a course in the “backward design” method, consistent with the learning-centered paradigm, shall be presented. The challenges of this method shall also be portrayed, with the possibility of generalization to varied disciplines. This paper shall emphasize the main potential advantage of physical academic institutions and universities, where students and teachers meet, talk, and hold direct and unmediated discussions, and through the learning-centered approach, versus the virtual knowledge and teaching centers have recently emerged as an alternative to traditional academic institutions and are seemingly threatening to obviate the justification for universities. It is particularly important also, in light of disturbing data indicating a considerable drop in university registration rates, in Israel and elsewhere, with the current young generation finding gradually less interest in universities as capable of shaping their personal and professional future. Therefore, with the gradual increase in accessible knowledge, instructors are required to bring with them added value to the teaching process. This is a complicated requirement that compels instructors to relinquish traditional teaching patterns. Planning a course in this method requires extensive forethought, time, and effort, compared to designing a course following the traditional method. To promote such addedvalue teaching, the academic system needs a model that recognizes, appreciates, and compensates faculty for the efforts they invest in learning-centered teaching, and one that will incentivize instructors to devote time and energy to developing, revising, and improving their teaching practice to develop these aspects in their work. Such a model also serves the existential interests of the institutions of higher education, in their role as entities that also responsible for properly training future generations, in an era when traditional teaching methods being no longer sufficient, attractive, or meeting the needs and wishes of potential students for shaping their personal and professional future, in light of the paradigmatic changes in knowledge acquisition.
机译：本文重点介绍了一般学习研究中的课程和规划良好的设计和执行，特别是基于数字时代的大学教学方法的巨大相关性，与数字时代的大学教学方法的巨大相关性以往的传统教学中心在今天的大多数学术机构中适用。根据学习中心的方法的课程设计具有独特的价值，特别是在信息时代，计算机实际上和瞬间传输无穷无尽的知识。在以学习中心的方法中，与信息的正面转移不同，学术教师和学生之间的对话是在学习成果（课程目标）和教学方法之间的兼容性之间的对话。根据当前信息高速公路时代的社会，文化和技术变革以及每个人所拥有的知识状态，强调所需的课程设计的价值是必要的，以及每个人所拥有的知识状态，同时注明并强调特殊需要参与了这个时代教学和学习的挑战。本文还描绘了记录学习结果的重要性，以及与学习目标的制定相关的利益和挑战。为了说明本主题，应呈现与学习中心范式一致的“向后设计”方法中的课程的开发。此方法的挑战也应描绘，有可能概括不同的学科。本文应强调物理学术机构和大学的主要潜在优势，学生和教师遇到，谈话和持有直接和未经相关的讨论，并通过学习中心的方法，与虚拟知识和教学中心最近被赋予替代传统学术机构，似乎威胁要避免大学的理由。鉴于表明在以色列和其他地方的大学登记率相当令人大幅下降的数据，尤其重要，目前年轻一代在大学的兴趣逐渐消失，能够塑造他们的个人和专业的未来。因此，随着可接近知识的逐步增加，辅导员必须携带他们向教学过程增加了价值。这是一种复杂的要求，迫使教师放弃传统教学模式。与在传统方法之后的课程相比，规划这种方法中的课程需要广泛的预见，时间和努力。为了促进这种增加的高度教学，学术系统需要一个旨在承认，欣赏和补偿他们投资于学习的教学的努力的模型，以及将导师投入时间和精力的努力，以发展，修改和改善他们的努力教学做法在他们的工作中发展这些方面。这种模型还为高等教育机构的存在兴趣，在传统教学方法不再足够，有吸引力或满足需求和愿望时，在一个时代的实体中也负责适当培训后代的实体。鉴于知识产权的范式变化，潜在的学生塑造个人和专业的未来。

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