Taking forward change in technology-enhanced education

Taking forward change in technology-enhanced education: Richard Hall (rhall1@dmu.ac.uk, @hallymk1) e-Learning Co-ordinator, National Teaching Fellow

Some emerging issues for TEL
Resilience: thriving in spite of disruption
Postdigital: technology as a means
Personalisation and social learning: some tensions
Co-governance: towards social justice

*Some* elephants for TEL
The economy: as money follows policy , what are the implications for HEIs?
The environment : how will peak oil, climate change, energy security impact strategy and planning?
Power and control : is technology opening-up spaces for progressive pedagogy?
Google vs Microsoft: what’s the place of institutional technology ?
Techno-determinism : do we know what works?

Contestation: some strategy, policy, reports
DEMOS Edgeless University Report
Digital Britain
JISC Report: Thriving in the 21st century: Learning Literacies for the Digital Age
Report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies
Revised HEFCE Strategy

Contestation: some policy
Higher Ambitions: “Scarcity” closely tied to a prioritisation of STEM research, scientific research, a need for private investment, and the demand to demonstrate “effectiveness”
HEFCE: “New technology offers ways to deliver courses more imaginatively and flexibly”
David Lammy: the “challenge… is to develop pedagogy”

Contestation: a student view
“ A real focus on trying to get a sense of academic community back into our institutions”
“ active participants or effective co-producers of their education [rather than seen in terms of ] heavy, utilitarian language”
Aaron Porter , VP HE (NUS), on Higher Ambitions [23/11/09]

Contestation: taking forward change
Institutional: a vision of the University: private or social enterprise?
Tags: affiliation; complexity; openness
Individual: a focus on *the learner*. What about staff?
Tags: inclusive networks; mentoring; personalisation
Curricula: what about progressive pedagogy?
Tag: co-creation; co-governance

The institution and TEL
How open are you?
How does this impact your affiliations?
How does this impact the management, admin and delivery of your curriculum?
Are the technologies/data that support your curriculum sufficiently diverse and modular?
How do you work beyond silos and manage complexity?
Do you reward and recognise innovation?

Mark Stubbs (2010): http://lrt.mmu.ac.uk/ltreview/

A few institutional lessons
Openness: how open are you? [ Humbox vs OpenLearn ]
Silos: can you support innovation across the piece? [DMU HEA Pathfinder]
Diversity and modularity: what can sector-wide TEL Reviews tell you? [e.g. LER SIG, HEFCE On-line Learning Task Force]
Reward and recognition: how are you developing champions?

Individual: do we separate staff and learners?
Beyond current horizons : complexity; flexibility
Principles: challenge assumptions; people not technologies; values and politics; responsibilities
Worlds: Trust Yourself - informed Choice and independent consumer; loyalty points – discovery and diagnosis; only connect - integrated experience and service and citizenship
Recommendations: a ‘curriculum for networked learning’; open, flexible and networked relationships; a mentoring and networking workforce; public forums for debate

Ravensbourne, 2008 Inclusive networks. Hall , 2009; after Ravensbourne, 2008

On edtech: MoLeNet and mobile exploration
On spaces: PLEs a growth model
On identity: This Is Me ; Visitors and Residents
On outcomes: mixing affective and cognitive via digital story-telling and portfolios
Personalisation

Personalisation
LLiDA report (2009)
there is a tension between recognising an ‘entitlement’ to basic digital literacy, and recognising technology practice as diverse and constitutive of personal identity, including identity in different peer, subject and workplace communities, and individual styles of participation
Literacies emerge through authentic, well-designed tasks in meaningful contexts

it’s the curriculum dummy: DMU examples
1. Mentoring/students as guides
Game Art Design: mentoring and co-creation
Peer-mentoring : story-telling between students
2. Curriculum learning environments
Integrated learning in History
Leading and Managing at a Distance
The Virtual Lab in HLS
3. Life-wide reward for students
UCPD [WBL] for Placement students in PCS
Social Media Development @ DMU

Curriculum: towards co-governance?
Reclaiming innovation within traditional, safe paradigms
Is it possible to develop a curriculum modelled upon personal integration and social enquiry?
What do we know about the specific strategies that are deployed by learners using social software?
Do we risk promoting ‘digital dissonance’?
Are there sources of frustration, lack of skills and lack of opportunity for some?
[See: JCAL ; Futurelab ]

Matters arising: towards a programme of work
Strategic: how does edtech enable your educational and social values?
Institutional: how do you address differential experience, expertise, demand and workloads?
Professional: how does edtech underpin professional identity?
Learner: how do you make and act upon good-enough decisions?
Think people, tech, data, policy, process, outcomes, benefits, projects

Licensing This presentation is licensed under a Creative Commons, Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales license See: http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

Taking forward change in technology-enhanced education

by Richard Hall

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