Inspire a Digital Generation: Thinking Differently About our Achievements

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Keynote presentation at International Blended Learning Conference, Hertfordshire, 2012

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  • What is the purpose of a keynote?
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  • To avoid any confusion and in case I run short on time, my central thesis is that…Blendedcan help to create a vibrant digital learning culture. However, it can also be used to entrench 1950s style teaching on 21st century networks.
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  • Inspire a Digital Generation: Thinking Differently About our Achievements

    1. 1. Reflecting on our Achievements:What’s Next for Technology-enhanced Learning and Teaching?
    2. 2. Inspire a Digital Generation:Thinking Differently About Our Achievements Professor Mark Brown International Blended Learning Conference
    3. 3. Dirty little secret... The light comes through the cracks… ―The unexamined life is not worth living‖ (Socrates) ―I am nothing if not critical‖ (William Shakespeare)
    4. 4. About Mark… • Director, National Centre for Teaching and Learning • Director, Distance Education and Learning Futures Alliance • Major leadership role in digitalisation at Massey University • Previous Coordinator of the Doctor of Education (EdD) • On several executive committees (ACiLiTE, DEANZ, DEHub) • Convener of the 2012 ascilite conference in Wellington • Recipient of National Award for Sustained Excellence in Tertiary Teaching m.e.brown@massey.ac.nz • First New Zealand Apple Distinguished Educator Twitter @mbrownz
    5. 5. Think differently… Please raise your left arm…
    6. 6. Think differently…
    7. 7. Outline… 1. False promises 2. Serious challenges 3. Re-visioning the blend
    8. 8. A Story of Hype and Hope…Central thesis… Blended learning can help to create a vibrant digital learning culture. However, it can also be used to entrench many of today’s wicked problems using tomorrow’s digital technology.
    9. 9. Big question… • What are the big issues or wicked problems facing our age? Fold and pass to someone else…
    10. 10. 1. False promises
    11. 11. 1. False promises Blended learning is… ―. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency‖ (Vaughan, 2012).
    12. 12. 1. False promises Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes…
    13. 13. 1. False promises Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes… … and blended learning is part of the problem.
    14. 14. 1. False promises Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes… … and blended learning is part of the problem. Arguably the concept of ‗blended learning‘ does little to disrupt the old normal and the hidden curriculum infused in the current language of the future.
    15. 15. Big question… • What is the hidden curriculum of our technology- induced future? Fold and pass to someone else…
    16. 16. 1. False promises Technology Expectation Cycle (Cuban, 1986)Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. NewYork: Teachers‘ College Press.
    17. 17. 1. False promises High expectations Technology Rebukes Growing and blame Expectation Cycle support (Cuban, 1986) Subsided enthusiasmCuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. NewYork: Teachers‘ College Press.
    18. 18. 1. False promises ―Education is primed for a revolution — and blended learning might just be it‖ http://www.knewton.com/blended-learning/
    19. 19. 1. False promises Technology-enhanced learning involves an ongoing cycle of hype, hopeand disappointment(Gouseti, 2010).
    20. 20. 1. False promises Technology-enhanced learning involves an ongoing cycle of hype, hopeand disappointment (Gouseti, 2010). Gartner Hype Cycle
    21. 21. 1. False promises ―… fundamental elements of contemporary learning and teaching have remained largely untouched by the waves of digital technologies that have been introduced inside and outside of the classroom over the last three decades‖ (Selywn, 2011, p. 714).
    22. 22. 1. False promises How do we ‗design for learning‘ in ways that exploit the potential of new digital technology…
    23. 23. 1. False promises How do we ‗design for learning‘ in ways that exploit the potential of new digital technology… …on a scalable and sustainable basis with acritical twist that breaks free of the current paradigm?
    24. 24. 1. False promises How do we ‗design for learning‘ in ways that exploit the potential of new digital technology… …on a scalable and sustainable basis with acritical twist that breaks free of the current paradigm? … or are we going to continue to play the sameold game(with new tools) resulting in the same outcomes?
    25. 25. Big question… • What are the educational outcomes we seek from blended learning? Fold and pass to someone else…
    26. 26. 2. Serious challenges
    27. 27. 2. Serious challenges Why a new game plan… • Gap between formal and informal learning • Emergence of new business models • Lack of skill and will
    28. 28. 2. Serious challenges Gap between formal and informal learning According to legend, who founded the concept of the Olympic Games? When was the first Olympic Games?
    29. 29. 2. Serious challenges Gap between formal and informal learning According to legend, who founded the concept of the Olympic Games? When was the first Olympic Games? Hercules – son of Zeus 776 BC
    30. 30. 2. Serious challenges Gap between formal and informal learning There are over 2.9 billion searches performed on Google each month
    31. 31. 2. Serious challenges Gap between formal and informal learning To whom were these questions addressed B.G.?
    32. 32. 2. Serious challenges Gap between formal and informal learning To whom were these questions addressed B.G.? … before Google
    33. 33. 2. Serious challenges Gap between formal and informal learning
    34. 34. 2. Serious challenges Gap between formal and informal learning http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be
    35. 35. 2. Serious challenges Gap between formal and informal learning
    36. 36. 2. Serious challenges Gap between formal and informal learning What does all this mean? A completely new type of globally connected learneris expecting a new type of education for new times
    37. 37. 2. Serious challenges Emergence of new business models The economics of abundance New Models of New Models of Production Distribution New Models of Trade & Exchange
    38. 38. 2. Serious challenges Emergence of new business models
    39. 39. 2. Serious challenges Emergence of new business models
    40. 40. 2. Serious challenges Emergence of new business models
    41. 41. 2. Serious challenges Emergence of new business models
    42. 42. 2. Serious challenges Emergence of new business models
    43. 43. 2. Serious challenges Emergence of new business models
    44. 44. 2. Serious challenges Emergence of new business models What does all this mean? The traditionaluniversityis being chiseled away by powerful global forces and new business models as a multitude of new providers emerge.
    45. 45. Big question… • How will new and emerging models of higher education help us to realise the educational outcomes we seek? Fold and pass to someone else…
    46. 46. 2. Where is eLearning heading?2. Serious challenges Lack of skill and will Even blended learning does not address… • New demands on staff • Increased expectations placed on learners • Lack of time to devote to pedagogy and professional development
    47. 47. 2. Where is eLearning heading?2. Serious challenges Lack of skill and will Potential increases in academic workload… More with less!
    48. 48. 2. Serious challenges Lack of skill and will Path of least resistance is… … the additive or dominant ‗pump, pump,dumpmodel‘ of online (blended) learning…
    49. 49. 3. Re-visioning the blend
    50. 50. 2. Where is eLearning heading?3. Re-visioning the blend ―Given all that we 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).
    51. 51. 3. Re-visioning the blend As Grosz (1990) writes… ―To say something is not true, valuable, or useful, without posing alternatives is, paradoxically, to affirm that it is true‖ (cited in Milojevic, 2005, p.5).
    52. 52. 3. Re-visioning the blend Learning to change and transform Pillars of Learning Learning Learning Learning Learning to be to know to do to live together
    53. 53. 3. Re-visioning the blend Having the courage to stand against the ‗norm‘ by teaching differently…. Education for the future
    54. 54. 1. What is eLearning?3. Re-visioning the blend Medal Count by Population Out of all the 240+ countries in the Olympic family, fewer than half have ever won a medal of any kind All African nations combined still accounted for less than 2% of the total medals haul at the previous Olympics India with a population of approximately 1.1 billion people won only three medalsin 2008
    55. 55. 1. What is eLearning?3. Re-visioning the blend Medal Count by GDP Richcountriesalways perform best The Olympics is an expensivebusiness: to send an extra competitor, a country has to increase its GDP per head by $260 (US) For every $1 in overseas aid from wealthy countries, $13 returns in debt repayments
    56. 56. 3. Re-visioning the blend Medal Count by Carbon What is the real carbon footprint associated with the event? One person in the first world contributes more to the destruction of the environment than 70 people in the so-called developing world
    57. 57. 3. Re-visioning the blend Who made the uniforms? What about the sponsors?
    58. 58. 3. Re-visioning the blend Thinking differently about our achievements! Beyond the pedagogyof the depressed… http://www.geographyinthenews.rgs.org
    59. 59. Conclusion
    60. 60. ConclusionConclusion Blended education forchangewhich disrupts the dominant technology-induced images of the future
    61. 61. ConclusionConclusion Blended education forchangewhich disrupts the dominant technology-induced images of the future ―All education springs from 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).
    62. 62. Big question… • How can blended education inspire a new digital generation to think differentlyabout our achievements? Fold and hand in…
    63. 63. Questions… ―A prudent question is one-half of wisdom.‖ Francis Bacon http://www.slideshare.net/mbrownz/ m.e.brown@massey.ac.nz

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