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Since then educators have experienced many sub-shifts in learning and teaching in higher education, such as mobile learning, networked learning, and massification of learning. (For example, the rediscovery of the works of Ivan Illich in the discourse on open and networked learning or the intersection of critical pedagogy and inclusive teaching in higher education in the U.K.) As such, it is not surprising new paradigms often co-exist with their precursors and lead to a diversity in practice.Īrguably though, the biggest paradigm shift in education in the 21th century has been the move from brick and mortar spaces toward online learning, as Harasim argued almost two decades ago. It is not uncommon for educators to look back into educational history, only to rediscover, reconsider, or build on an educational theory or approach with new developments or in the light of a contemporary issue. To further complicate matters, what is “new” and “old” is debatable. The result of this complexity is that there is not a single common knowledge base (a unified body of knowledge) for educators to draw from for their practice.
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Partly because this is a multidisciplinary field that is connected to psychology, sociology, politics, and history, among others, and mostly because specific instances of teaching and learning are always situated in a socio-cultural context, there are vast differences in the way education is understood and practiced. As many practitioners would know from experience, a multitude of paradigms coincide in education. These models are important because they provide solutions and roadmaps to professionals, including educational researchers, practitioners, administrators, and policy makers. A paradigm shift in education could briefly be described as a profound change in the theoretical and conceptual models that are commonly accepted in the field.