Higher education: Learning in real-life

Abstract

Higher Education operates in the real-life context of a Knowledge Society driven by innovation. Students are preparing to become knowledge workers in that society where ICT, innovation and knowledge work are closely interwoven. Three elements are essential in knowledge work: Creation of innovative solutions, knowledge creation about these solutions (and how to get such solutions) and personal development. For without innovative solutions there are no satisfied customers, without new knowledge there will be no future customers and without personal development there will be no future job. Higher education students need real-life learning environments in which they can learn to deal with processes of real-life knowledge work. Real-life learning implies solving of key innovation problems in academic or professional practice, in accepted and acceptable ways. Real-life learning implies implicit and explicit learning while solving these problems. And real-life learning implies development of knowledge. Validation and critical reflection form the key to quality assurance of the problem solving process, to explicit learning and to knowledge development. Key characteristics of real-life learning environments that stimulate validation and critical reflection are presented.