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Learning in the Digital University
 

Learning in the Digital University

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Keynote to HE Learning Futures conference in Sydney, February 2014

Keynote to HE Learning Futures conference in Sydney, February 2014

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Learning in the Digital University Learning in the Digital University Presentation Transcript

  • Learning in the Digital University Helen Beetham @helenbeetham
  • #futurelearninghe •The many faces of the digital university •Developing successful digital graduates •Learners as change agents and pioneers
  • pr og ed Pr og e tiv tia Ini gy Le a hn olo Te c ch ing Te a or k tw ing rn in g nin Ne ar Le lea e- & te rs m pu Be rn ing nc ra m olo hm m gy ar e kin -E nh g ean Le ce ar De d nin Le ve g ar lop Ch nin ing an g gin Di La git nd g L al Di sc ea git Lit ap rn al er es ing ac st ud ies en t Te ch n C JIS g hin Te ac Co A bit of UK HE (and personal) history 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Past Future
  • A bit of UK HE (and personal) history 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Past Future From computers to networks to technology-enhanced environments From teaching with computers to learning with diverse digital devices From computer-based activities to the digital curriculum, the digital university
  • Digital technology is systemic in higher education ‘We are not rethinking some part or aspect of learning, we are rethinking all of learning in these new digital contexts’ (2007)
  • Digital technology is systemic in higher education • Students first experiences of university are digital • Students use their digital devices, services, networks for learning whether invited to or not • Digital technologies, media and practices of the ‘internet’ age originated in universities • • Universities are dependent on ICT-based systems The internet creates a global market in learning and learners
  • What are you hopeful or excited about? What are you fearful or worried about? #futurelearninghe cc. http://ninaturns40.blogs.com
  • There are different ways of being/knowing in a digital age... • • Some embrace virtual experiences, others see them as a poor substitute for f2f • Digital access introduces new stresses and inequalities • • Students fundamentally divided on key issues in technology and learning Digital practices are an aspect of personal and academic identity Digital capability is contextual e.g. depends on subject of study and social setting bit.ly/learnerquiz
  • There are different ways of being a digital university global lecture hall walled garden international franchise virtual pick’n’mix wired community local learning hub
  • Not all universities are digital in the same way walled garden virtual pick’n’mix
  • Not all universities are digital in the same way walled garden virtual pick’n’mix
  • Not all universities are digital in the same way walled garden Small scale Closed systems Enhanced physical campus Digital resources produced/ consumed locally Specialist subjects Student experience is key virtual pick’n’mix Large scale or interlinked Open systems / standards Study anywhere Global digital resources consumed locally Wide range of subjects Convenience/employment/ transferable credit are key
  • #futurelearninghe What kind of digital university is yours (trying to be)? It might not be one of these! global lecture hall walled garden international franchise virtual pick’n’mix wired community local learning hub
  • How do learners navigate this landscape? • Identify the right learning opportunities? • Knit up diverse experiences into a coherent learning pathway? • Bring their own devices, services and skills to bear (PLE)? • Stay engaged with learning? • Feel safe to learn where public/ private boundaries are blurring? • Manage diverse identities including online identities? ‘If the technology is good enough students don’t need to be digitally literate’
  • (On the whole) learners are not doing it for themselves • Active knowledge building and sharing are minority activities to which most learners are introduced by educators (Selwyn 2009-11) • Learners experience many difficulties transposing practices from social contexts into formal learning (Cranmer 2007) • Learners struggle to critically evaluate online resources (BLibrary) • NetGen (<25yo) use ICT more for social/leisure but older and better qualified people use it more for study (Ramanau et al. 2010) • Learners' engagement with digital media is complex and differentiated (Bennet et al. 2008, Hargittai 2009) • Learners are confused about how they can legitimately use digital technologies to support academic work (Digital Student 2014) Even digitally proficient learners need a solid grounding in academic practice to succeed
  • Learning literacies in a digital age 2009-2010
  • Developing digital literacies (2011-13)
  • Developing digital literacies (2011-13) ‣ What capabilities, aptitudes and attitudes do learners need to thrive in a digital economy and society? ‣What kind of experiences do learners need in formal education to develop these? ‣What does an integrated 'digital literacies' agenda look like at the level of the curriculum, institutional infrastructure, policies, academic cultures, professional services?
  • 12 institutional projects
  • Developing digital graduates: a model Identity development Situated practices Skills development Functional access Beetham and Sharpe 2010
  • Developing digital graduates: a model Identity development Situated practices Skills development Functional access Beetham and Sharpe 2010 threshold practices
  • Developing digital graduates: a model attitudes Identity identity needs development motivation Situated practices experience appropriation specialisation Skills development Functional access Beetham and Sharpe 2010
  • The practices that underpin successful learning in a digital age... ‣ are meaningful in the context of subjects and courses ‣ are an aspect of students’ emerging identities ‣ require a confident but also a critical attitude to ICT ‣ are creative/productive as well as assimilative ‣ are developed both formally and informally ‣ emerge in meaningful activities in which technologies support the purpose authentically ‣ can be supported effectively through student/staff partnerships
  • Students as partners and change agents: how? • • • • • student participants and representatives student interns and coresearchers student mentors and service providers student developers student project leaders and innovators
  • Students as partners and change agents: why? • • • • students’ digital know-how needs to be used as a resource for the institution student learning is hybrid and pushing boundaries students’ practices with technology are varied, challenging and innovative student developments are user-led, agile, responsive (‘student solutions are better’)
  • #futurelearninghe Further info and discussion... bit.ly/jiscdigilit bit.ly/jiscdigistudent @helenbeetham