We Are All Educators Now
Reflecting on the Educational Revolution Unleashed by Non-Traditional Educators in the Online Space
In the fast-paced digital era, the landscape of education has undergone a transformative shift.
Accepted notions of teaching have been well and truly challenged, giving rise to a new wave of online learning facilitated by individuals without a traditional teaching background and this has become a notable trend – especially in the past few years.
This shift can be attributed to several factors, including technological advancements, increased accessibility to information, and the evolving nature of education (both in its traditional and non-traditional forms) – which of course is all to be welcomed.
This phenomenon is reshaping the way we acquire knowledge, emphasising expertise over credentials, and accessibility over (potential) institutional barriers.
This shift is reminiscent of the changes those of us involved in the world of the media and journalism went through around two decades ago.
Prior to that – and for decades – journalism and media work had involved a set route in terms of training, qualification, experience, followed by a further ‘advanced’ proficiency examination before you were officially ‘qualified’ to do the job.
This shift was embraced by many but was unnerving for many of the established players in the business, who either chose to ignore it or were baffled by how to address it.
I witnessed this first-hand as a room full of experienced, senior editors came together at a Scottish Society of Editors conference to discuss the challenges but realised (when hearing from one of their own who had pioneered a ‘hyperlocal’ approach in their own publication), that taking their beloved trade or profession into the online world was indeed a land of opportunity.
That day in a room in Glasgow in 2007 stands out in my memory for being a time when I saw the metaphorical ‘pin drop’.
The professional journalists realised that they were not ‘at threat’ from this phenonemon but it was a new era.
Yes, there would be challenges for the ‘old guard’ – and of course there have been many in terms of the media experience of digital transitions – but there would also be opportunities too.
For those who were declaring, “we are all journalists now”, the art of creating UGC (User-Generated Content) was exciting but having knowledge of how to structure copy, how to make sure you don’t commit libel or contempt of court (for example by commenting on an active court case), also came with – often unseen – challenges.
And I am not saying that issues don’t still arise.
We see issues over trust in the media today.
In a year that is facing some pretty major global elections, this is perhaps more alarming than ever.
One aspect of thins being how the rise of generative AI being can be used in ‘dark’ ways to generate photos that have debunked the mantra that, “the camera never lies”. A real challenge for the politicians, for the media, and for the public.
The point is from the experience of the media now existing where there are journalists that have travelled a traditional and a non-traditional journey to their sector: the two co-exist, they complement one another and they also cross over.
I feel this is the same for the domain of ‘we are all educators now’ and there are lessons to be learned from that.
Universities and colleges have embraced online learning, that is the norm.
Micro-credentials and zero-credit courses are widely available.
This is nothing new, but it is worth pausing and taking note.
If we take a perspective of the e-learning sector and reflect on its accelerance, it is the fact that we have the technology readily availability that has enhanced accessibility – as was the case with the evolution of multimedia and online journalism.
This accessibility is in existence for learners – of all ages and backgrounds – and as well as for individuals to create and share educational content online.
We can see how those with expertise in specific fields, even without formal teaching credentials, can now share their knowledge directly with learners.
This has led to the democratisation of education, allowing individuals to access information from subject matter experts outside of traditional educational institutions.
This shift has allowed for a greater range of informal and non-traditional learning, with access to knowledge and skills going beyond formal education settings.
Fuelled also by the remote experiences of the pandemic, accessing education through webinars, online courses, and tutorials, have become increasingly valued by learners seeking a whole host of practical skills and real-world knowledge.
These platforms have also facilitated peer-to-peer learning, where individuals can share experiences, insights, and expertise with each other and it can be seen that this collaborative approach allows for diverse perspectives and a more dynamic learning environment.
School, college and university qualifications remain great in terms of adding to an individual’s life experience, knowledge and skills acquisition, and career advancement – as well as providing access to networks that for many it would be challenging to connect with otherwise.
However the focus of democratised teaching, and learning, has furthered skills-focused learning.
With many online educators purely focusing on practical skills and their application – rather than theoretical concepts.
This shift aligns with the demands of the job market, where employers often prioritise candidates with hands-on experience and specific skills.
It has also created a wealth of entrepreneurial opportunities, where online course creators have been able to use e-learning platforms to enhance their community and their business through course sales, affiliations, sponsorships, and/or partnerships.
This domain of multimedia and digital marketing is perhaps more aligned to that of the business of media and the shift seen in the noughties than in the traditional educational sector.
But it must be acknowledged that this entrepreneurial aspect has motivated many experts to share their insights and build their brands as online educators – as opposed to the idealised perception (which can be a reality for many, myself included) of doing it simply for the ‘joy of teaching’.
Just to add, it is noted that these perspectives do occur in traditional educational institutions – it is not being argued that this is the case.
Moreover, the way that many institutions embrace innovation and emerging and adaptive learning technologies in order to personalise the learning experiences of their students is to be commended.
Therefore it can be seen that the rise of online learning by people without a traditional teaching background heralds a new era where there can be seen to be a stance of, “we are all educators now”.
The digital realm provides a platform for diverse voices and perspectives, challenging the conventional norms of education.
As we embrace this evolution, it becomes essential to navigate the vast online landscape with discernment and by valuing the wealth of knowledge that emerges from this dynamic and inclusive educational revolution.
And quite like the shift that occurred in terms of the news media back-in-the-day, it highlights a need for learners to be able to critically evaluate how the content they consume is authentic and look for reputable sources as the ever-changing (and exciting) educational landscape continues to evolve.
However one thing is for sure.
The opening up of the educational landscape to a place where “we are all educators now” is an exciting one, and one that is evolving.
So, let’s get learning.
And, perhaps even better, let’s get teaching …