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Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
Reinventing higher education for a networked age
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Reinventing higher education for a networked age

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Presentation for the UWS learning and teaching conference given on 23rd June 2011. For some notes and thoughts as a follow up to this, please visit http://generalpraxis.blogspot.com

Presentation for the UWS learning and teaching conference given on 23rd June 2011. For some notes and thoughts as a follow up to this, please visit http://generalpraxis.blogspot.com

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  • 1. Reinventing higher education for a networked age Graham Jeffery Reader, School of Creative and Cultural Industries
  • 2. different metaphors/histories of the university <ul><li>Cloister/ walled garden/retreat? Community of scholars? Repository of knowledge? Liberal arts curriculum with roots in Classical civilization </li></ul>
  • 3. higher education after the industrial revolution <ul><li>University as knowledge/skills producer for an industrial economy? </li></ul><ul><li>e.g. Strathclyde motto: “Useful knowledge” </li></ul><ul><li>19 th C industrial/vocational/utilitarian tradition </li></ul><ul><li>Public service/private industry: contested terrain </li></ul>
  • 4. vocationalism and critical thinking <ul><li>Functional metaphors of higher education: university as factory, university as technopole, university as training provider </li></ul><ul><li>large knowledge factories produce alienated subjects – ‘rehumanisation’ needed? </li></ul>
  • 5. the rise and rise of mass higher education <ul><li>technical colleges reinvented as universities </li></ul><ul><li>the ‘polyversity’? </li></ul><ul><li>ever widening range of demands – teaching, research, business/community engagement, knowledge exchange </li></ul><ul><li>the ‘popular university’? </li></ul>
  • 6. University as ‘validation machine’ <ul><li>Certification, validation, assessment </li></ul><ul><li>Tension between propositional knowledge and procedural knowledge (“know what” and “know how”) </li></ul><ul><li>Knowledge is contested, multidimensional, situated, dynamic </li></ul><ul><li>Students want ‘degrees with value’ </li></ul><ul><li>Universities as places to codify, classify and sort knowledge: the authority to award degrees </li></ul>
  • 7. models of pedagogy <ul><li>beyond provider-consumer relationships </li></ul><ul><li>industrial/factory metaphors and functional thinking – but the growth of ‘network enterprise’ supersedes a production line model: multidisciplinary teams in workplaces and communities </li></ul><ul><li>student as producer </li></ul><ul><li>how is knowledge generated? How does innovation work? How do we need to adapt? </li></ul><ul><li>creativity as guiding metaphor for 21 st century learning </li></ul>
  • 8. The informational university <ul><li>Information systems and knowledge management </li></ul><ul><li>Procedures to manage large scale educational systems across multiple sites – efficiency, effectiveness, accountability, feedback </li></ul><ul><li>Functional thinking and metaphorical thinking </li></ul><ul><li>The risks of being risk averse and wasting time – questions of professional judgement and responsiveness </li></ul><ul><li>Need to encourage sharing and open-ness: making space for innovation/experiment and promoting ‘quality’ </li></ul>(Hornsey College of Art, 1968)
  • 9. 2011: the networked university? <ul><li>Increasingly porous institutions </li></ul><ul><li>Enabling collaboration? </li></ul><ul><li>Interdisciplinary problem-solving should be a major theme given interconnected challenges for societies/communities/businesses </li></ul>
  • 10. Re-imagining the university <ul><li>Building exchange between communities of practice inside/outside the organisation </li></ul><ul><li>Developing tools to work in transdisciplinary ways: tensions between ‘deep subject knowledge’ and applied knowledge? </li></ul><ul><li>Bringing fields of study together in innovative ways? Who decides? What are the risks/constraints? </li></ul><ul><li>RESOURCING collaboration and partnership: technologies are part of the answer but not the whole answer </li></ul>
  • 11. time. space. resources. <ul><li>physical infrastructure (buildings, resources) </li></ul><ul><li>human infrastructure </li></ul><ul><li>(networks, communities, groups) </li></ul><ul><li>digital infrastructure </li></ul><ul><li>(web, media, platforms) </li></ul>… how this is designed at the level of modules, programmes, schools etc creates ‘learning architecture’…
  • 12. where does learning take place? <ul><li>What is a campus for? </li></ul><ul><li>Where is ‘the classroom’? </li></ul><ul><li>How do we access learning?How do we learn? </li></ul><ul><li>Where is ‘the university’ anyway? </li></ul><ul><li>How do students and staff access and experience our “learning communities”? </li></ul>
  • 13. the relational university? <ul><li>‘ Quality’ in education boils down to the quality of relationships between members of the learning community: </li></ul><ul><li>– trust, confidence, support, communication, good systems, good resources, good use of time. </li></ul><ul><li>Relational forms of knowledge construction (Bernstein, Illich, etc.) </li></ul><ul><li>Return to ethical questions about purpose/value </li></ul>
  • 14. <ul><li>www.twitter.com/UWScreative </li></ul><ul><li>uwscreative.wordpress.com </li></ul><ul><li>www.uwsmediaacademy.com </li></ul><ul><li>generalpraxis.blogspot.com </li></ul>

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