Resilience: a role for technology Rob Hopkins: Transition Culture “ the capacity of a system to absorb disturbance and reorganise while undergoing change, so as to retain essentially the same function, structure, identity and feedbacks” Diversity, modularity, feedback
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”
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]
Institutional: a vision of the University: private or social enterprise?
Tags: affiliation; complexity
Individual: a focus on *the learner*. What about staff?
Tags: inclusive networks; mentoring
Curricula: what about progressive pedagogy?
Tag: co-creation; co-governance
Institutional: affiliation “ At its most radical, edgelessness can lead to institutions exploring new ways of accrediting learning, of providing recognition of research and learning and of offering affiliation. Those in informal learning can be offered help in finding routes to formal qualification, connecting with alternative providers or alternative open learning resources and of finding new forms of course provision.” DEMOS, Edgeless University , p. 10
Ravensbourne, 2008 Hall , 2009; after Ravensbourne, 2008
Individual: towards post-digital relationships Illich : the questions individuals are empowered to ask coupled to the socio-technical tools available to them, supports personal emancipation A pluralism of limited tools and of convivial commonweals would of necessity encourage a diversity of life styles
Towards post-digital relationships 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