T-Shaped Technologist Learning Model

Better use of technology in education will be addressed in more depth in the Learning Habitat section of this paper. However, the general point to note here is that technology-based learning will become, by necessity, more sophisticated, with learning and assessment methods tailored to the individual, rather than whole course cohort needs. 

The T-Shaped Technologist Learning model enables courses to be designed so that they develop in students a range of transferable professional abilities, personal qualities and technical skills that will support their future progression, and drive their aspiration for enterprise development. These three areas are identified in the Fig. 2. 

At the heart of the T-shaped Technologist learning model is five core principles 

Success has to be based on real measures of the attributes students develop through the educational process. These measures will encourage development of a range of intelligences (not just in a small band), and the measures focused on will be positively placed to what students can do across these three areas (Technical, Professional and Personal) as opposed to what they can t do—a state that immediately builds barriers to future development for a student. By building into programmes the development of technical skills and competencies, attributes and behaviours that are valued by employers, students are provided with real opportunities, and a means to demonstrate these capacities  

The focus has to be more outcomes-defined thereby moving away from an obsession with outputs and into a focus on the impact of education on communities  

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