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Art, Technology, Future of Education


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Presented to the Association for Theatre in Higher Education (ATHE) Leadership Summit

Presented to the Association for Theatre in Higher Education (ATHE) Leadership Summit

Published in: Education, Technology

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  • Barry Wellman: Pp. 10-25 in Digital Cities II: Computational and Sociological Approaches, edited by Makoto Tanabe, Peter van den Besselaar and Toru Ishida. Berlin: Springer, 2002.
  • Transcript

    • 1. Art, Technology, Networks, and the Future of Higher Education George Siemens, PhD July 29, 2013 ATHE Leadership Summit
    • 2. Digital spaces for learning/teaching art, theatre, music
    • 3. Equivalency of space Online and F2F as equal spaces, but with unique attributes
    • 4. Rhetoric of the electrical sublime long-standing, naive, and utopian expectations Carey & Quirk
    • 5. Gibson’s Affordances Action potential Preconditions for activity Agent, object, interaction Affordance is a property of this interaction
    • 6. Where is the art? theatre? music? in all this digital learning
    • 7. Yes, we explore technology as a medium of art
    • 8. Yes, we explore technology as a medium for art
    • 9. Less prominent is as a medium to teach theatre/art
    • 10. Immersive experiences hit/miss (i.e. SecondLife)
    • 11. Tom Woodward
    • 12. Networks
    • 13. Maria Popova in order for us to truly create and contribute to the world, we have to be able to connect countless dots, to cross- pollinate ideas from a wealth of disciplines, to combine and recombine these pieces and build new castles.
    • 14. Wellman (2002)
    • 15.
    • 16. the world will fragment, with some parts moving towards the brighter side of networked individualism and other parts moving towards gated communities and more tightly controlled information flows.
    • 17. Freedom and control
    • 18. When systems are distributed, alternative modes of integration are needed Stasser-Titus (1985)
    • 19. Challenge then is to create a new integrated whole
    • 20. Challenge then is to create a new integrated system
    • 21. Technology and online learning
    • 22. The first use of the internet was communication and duplication
    • 23. Creation is a more recent focus
    • 24. Interaction equivalency theorem “if any one of student-student, student- teacher or student-content interaction is of a high quality, the other two can be reduced or even eliminated without impairing the learning experience” Anderson, 2003
    • 25. Garrison, Anderson, Archer 1999
    • 26. @audreywatters
    • 27. Blending media spaces One as lead to other: Pulling online into F2F (particularly through tools like twitter) TV programs Commercials
    • 28. “In recent experimental and quasi- experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, blended instruction has been more effective, providing a rationale for the effort required to design and implement blended approaches.” US Department of Education, 2010
    • 29. Technical vs. social/creative tension
    • 30. “An Ecuadorian strawberry dessert algorithmically maximized for pleasantness”
    • 31. Eventedness White, 2009 See also Cormier 2009
    • 32. The value of place and space
    • 33. What does the online space do better than F2F?
    • 34. Future of higher education
    • 35. Current reforms are allowing certain individuals with neither scholarly nor practical expertise in education to exert significant influence over educational policy for communities and children other than their own.
    • 36. Increasing diversity of student profiles The U.S. is now in a position when less than half of students could be considered fulltime students. In other words, students who can attend campus five days a week nine-to-five, are now a minority. (Bates, 2013)
    • 37. Center on Budget and Policy Priorities, 2013
    • 38. “Both student and teacher are unhappy when chained to curricula and syllabi, to tests and mediocre standards. An atmosphere of uninspired and uninspiring common sense may well produce satisfactory mastery of technical “know how” and testable factual information. Such an atmosphere, however, stifles genuine understanding and the spirit of adventure in research.” Karl Jaspers, The Idea of the University 1959
    • 39. What we are seeing is the complexification of higher education Learning needs are complex, ongoing Simple singular narrative won’t suffice going forward The idea of the university is expanding and diversifying
    • 40. The development of a shadow education system.
    • 41. Prominent trends shaping the future of higher education 1. Openness 2. Digital learning 3. Granularized learning 4. Data & analytics 5. For-profit/startups (expanding ecosystem) 6. Personalization/adaptivity 7. Wearable/contextual computing 8. Unbundling of organizational roles 9. Blurring distinctive learning roles (lifelong) 10.Degrees and alternative recognition models
    • 42. Twitter/Gmail: gsiemens