Uploaded byMark Brown
Education and the Digital World: Promise, Progress and Pain
1. The document summarizes a presentation about the promise, progress, and pain of digital learning strategies in education. It discusses different perspectives on educational technology and the discourses used to promote technology initiatives. 2. It also examines how different interest groups use similar language to legitimize their agendas and shape the digital future. Different frameworks for conceptualizing technology integration in education are presented. 3. The presentation concludes by discussing the tensions involved in leading educational change and the need to consider what type of future is desired when preparing students. An overall message is that the future of education depends on the images of the future that are created.
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Education and the Digital World: Promise, Progress and Pain
- 1. A cutting-edge digitallearning strategy Education and the Digital World: Promise, Progress and Pain Professor Mark Brown Director, National Institute for Digital Learning e-Learning Summer School Friday 27th June 2014
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- 6. 1. The contestedterrain 2. The discourses of persuasion 3. Leading for change in painful times Education and the Digital World Outline
- 7. Who controls thepast commands the future. Who commands the future conquers the past. (George Orwell) Salient message…
- 8. 1. The contestedterrain
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- 13. Techno-centric Perspective Human-centric Perspective Demon Perspective Technocratic Dream Technological Determinism Libertarian Perspective 1.The contested terrain Social Determinism Technocratic Nightmare
- 14. 1. The contestedterrain
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- 16. (Burbles & Callister,2000, p.6). 1. The contested terrain “Tools do not only help us accomplish (given) purposes; they may create new purposes, new ends, that were never considered before the tools made them possible. In these and other ways tools change the user: sometimes quite concretely, as when the shape of stone tools became a factor in the evolution of the human hand (…).
- 17. Tools may havecertain intended uses and purposes, but they frequently acquire new, unexpected uses and have new, unexpected effects. What this suggests is that we never simply use tools, without the tools also “using” us” (Burbles & Callister, 2000, p.6). 1. The contested terrain “Tools do not only help us accomplish (given) purposes; they may create new purposes, new ends, that were never considered before the tools made them possible. In these and other ways tools change the user: sometimes quite concretely, as when the shape of stone tools became a factor in the evolution of the human hand (…).
- 18. “Cyberspace is notpolitically neutral. It favors the political ideals of libertarian, free-market Republicans: a highly decentralized, deregulated society with little common discourse and minimal public infrastructure” (Shenk; cited in Burbules & Callister, 2000, p.169). 1. The contested terrain
- 19. • a typeof marketing • a financial policy for higher education • an academic labour policy • an expression of Silicon Valley values • a kind of entertainment media MOOCs are… Peters, M. (2013). Massive Open Online Courses and Beyond: the Revolution to Come. Truthout, August 17 1. The contested terrain
- 20. Libertarian Perspective Techno-centric Perspective Human-centric Perspective Demon Perspective Technocratic Dream Technological Determinism SocialDeterminism Technocratic Nightmare Critics 1. The contested terrain
- 21. “Given all thatwe know about the social complexities of technology use in education, a pessimistic stance is the most sensible, and possibly the most productive, perspective to take” (Selwyn, 2011, p.714). 1. The contested terrain
- 22. Three must readbooks… 1. The contested terrain
- 23. 2. The discoursesof persuasion
- 24. “An avalanche iscoming. It’s hard of course, to say exactly when. It may be sooner than we think. Certainly there is no better time than now to seek to understand what lies ahead for higher education – and to prepare” (p.8) Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche is coming: Higher education and the revolution ahead. Institute for Public Policy Research. London. 2. The discourses of persuasion
- 25. “An educational changeis neither natural nor normal, constant nor common as it involves a deeper struggle over who will win control of the curriculum” (Evans, 1996, p.25). 2. The discourses of persuasion
- 26. “It is theorythat decides what we can observe…” Albert Einstein 2. The discourses of persuasion
- 27. Learning Society Knowledge Economy •Online learning • Blended learning • Anytime, anywhere learning E-learning • Digitial learning • Technology-enhanced learning • 2. The discourses of persuasion
- 28. “Frankly, all thecomputers and software and Internet connections in the world won’t do much good if young people don’t understand that access to new technology means… access to the new economy” (President Bill Clinton; cited in Cuban, 2001, p.18). 2. The discourses of persuasion
- 29. “The Digital LearningFestival will bring together these digital learning trailblazers from Ireland and abroad to… chart the way forward for the future of technology in education thus ensuring a solid base from which to launch the next phase of Ireland’s economic growth.” (EXCITED Digital Learning Festival, 2014). “Frankly, all the computers and software and Internet connections in the world won’t do much good if young people don’t understand that access to new technology means… access to the new economy” (President Bill Clinton; cited in Cuban, 2001, p.18). 2. The discourses of persuasion
- 30. Learning Society Knowledge Economy •Online learning • Blended learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own hegemonic agenda 2. The discourses of persuasion
- 31. The concept ofhegemony—in which dominant groups in society seek to establish the common sense, define what counts as legitimate areas of agreement and disagreement, and shape the political agendas made public and discussed as possible—is central to peeling away the forces shaping the digital future. 2. The discourses of persuasion
- 32. Learning Society Knowledge Economy Reproduction •Mass education • Universal standards • Education as a commodity • Increased market competition • Online learning • Blended learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • 2. The discourses of persuasion
- 33. 2. The discoursesof persuasion
- 34. Learning Society Knowledge Economy ReschoolingReproduction • xMOOCs • Global curriculum • Real world learning • Education in change • Mass education • Universal standards • Education as a commodity • Increased market competition • Online learning • Blended learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • 2. The discourses of persuasion
- 35. 2. The discoursesof persuasion
- 36. 2. The discoursesof persuasion
- 37. 2. The discoursesof persuasion
- 38. 2. The discoursesof persuasion
- 39. Learning Society Knowledge Economy Deschooling ReschoolingReproduction • xMOOCs • Global curriculum • Real world learning • Education in change • Mass education • Universal standards • Education as a commodity • Increased market competition • Online learning • Blended learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • • Badges • Un-curriculum • Opening access • Unbundling learning 2. The discourses of persuasion
- 40. Page 3 Professor MarkBrown 2. The discourses of persuasion
- 41. 2. The discoursesof persuasion
- 42. Page 3 Professor MarkBrown 2. The discourses of persuasion
- 43. Reconceptualist Learning Society Knowledge Economy Deschooling ReschoolingReproduction • Being glocal • Digital citizenship • Socially just society • Education for change • xMOOCs • Global curriculum • Real world learning • Education in change • Mass education • Universal standards • Education as a commodity • Increased market competition • Online learning • Blended learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • • cMOOCs • Un-curriculum • Opening access • Unbundling learning 2. The discourses of persuasion
- 44. Learning to changeand transform Learning to live together Learning to do Learning to know Learning to be Digital Inclusion Digital Citizenship Digital Identity 2. The discourses of persuasion
- 45. “…technological developments areunavoidably linked to broader social imaginaries: our ideas about the role of technology in education are shaped and reshaped by our ideas about what constitutes the ‘good society’ (Morgan, 2013, p.5). 2. The discourses of persuasion
- 46. Page 3 Professor MarkBrown • Who is telling the story? • What is the story they are telling? • What story isn’t being told? • What’s missing from the story? Key questions… 2. The discourses of persuasion
- 47. Page 3 Professor MarkBrown 3. Leading for change in painful times
- 48. “I start withthe premise that the function of leadership is to produce more leaders, not more followers” — Ralph Nader. Action 1… 3. Leading for change in painful times
- 49. Make sure thatyou have the right people on the “bus” before deciding where you want to go. Jim Collins… “Good to Great: Why Some Companies Make the Leap…and Others Don’t”. Action 2… 3. Leading for change in painful times
- 50. Try to peelaway the many competing and co-existing faces of the problematic digital futures for higher education in Ireland. 3. Leading for change in painful times Action 3…
- 51. Page 3 Professor MarkBrown 3. Leading for change in painful times Tensions…
- 52. Global Forces Knowledge Economy RestrictiveFunding Traditional Culture National Work Plan New Teaching Methods Quality Assurance Sector Collaboration Public Institutions Short-term Goals Local Actions Learning Society Inclusive Funding Innovative Culture Local Compacts Old Assessment Practices Quality Enhancement Sector Competition Private Providers Long-Term Foresight 3. Leading for change in painful times
- 53. The salient questionis not ‘where are we going?’, but rather ‘where do we want to go?’ (p.6) 3. Leading for change in painful times
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- 55. A conclusion isthe place where you got tired of thinking (or ran out of time) Conclusion
- 56. “All education springsfrom images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach.” (Toffler, 1974). Conclusion
- 57. Contact details… Professor MarkBrown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz http://www.slideshare.net/mbrownz http://www.dcu.ie/nidl