Reframing the Digital Landscape:
A cutting-edge digital learning strategy

Painting a Different Version of the Future

Pro...
Live from the Browns…
About DCU…
About NIDL…
The digital agenda…
The digital agenda…
The European agenda…
Reframing the digital landscape…

Outline
1. The contested terrain
2. The discourses of persuasion
3. Leading for change i...
Key message…

Who controls the past commands the future.
Who commands the future conquers the past.
(George Orwell)
Pop quiz...

What do you see?
Pop quiz...

What do you see?
Pop quiz...

If the answer is 3, then what is the question?
Pop quiz...

The current number of Australian universities
offering Massive Open Online Courses through
Coursera…
Key assumption...

The rise of the MOOC is intertwined deeply with
globalisation, the dominance of neo-liberalism,
the exp...
1. The contested terrain
1. The contested terrain

Techno-centric
Perspective

Demon
Perspective

Liberalism
Perspective

Human-centric
Perspective...
1. The contested terrain

Techno-centric
Perspective

Demon
Perspective

Liberalism
Perspective

Human-centric
Perspective...
1. The contested terrain
Technocratic Dream
Technological Determinism

Techno-centric
Perspective

Demon
Perspective

Libe...
1. The contested terrain
Technocratic Dream
Technological Determinism

Techno-centric
Perspective

Demon
Perspective

Libe...
1. The contested terrain
Technocratic Dream
Technological Determinism

Techno-centric
Perspective

Demon
Perspective

Libe...
1. The contested terrain
1. The contested terrain

http://learning-reimagined.com/noam-chomsky-on-technology-learning/
1. The contested terrain

―Cyberspace is not politically neutral. It favors the
political ideals of libertarian,free-marke...
1. The contested terrain
Technocratic Dream
Technological Determinism

Techno-centric
Perspective

Liberalism
Perspective
...
1. The contested terrain
Technocratic Dream
Technological Determinism

Techno-centric
Perspective

Liberalism
Perspective
...
1. The contested terrain

―The web of our life is of a mingled yarn,

goodand ill together...‖
William Shakespeare,
All's ...
1. The contested terrain
Three must read books…
2. The discourses of persuasion
2. The discourses of persuasion

An avalanche is coming. It‘s hard of course, to say
exactly when. It may be sooner than w...
2. The discourses of persuasion

―It is the theory that decides what we
can observe…‖

Albert Einstein
Professor Mark Brow...
2. The discourses of persuasion

Learning Society

E-learning

•

• Online learning

Disruptive learning

•

• Blended lea...
2. The discourses of persuasion

―Frankly, all the computers and software and Internet
connections in the world won‘t do m...
2. The discourses of persuasion

―Frankly, all the computers and software and Internet
connections in the world won‘t do m...
2. The discourses of persuasion

Learning Society

E-learning

•

• Online learning

Distance education

•

• Blended lear...
2. The discourses of persuasion

The concept of hegemony—in which dominant groups in
society seek to establish the common ...
2. The discourses of persuasion

The concept of hegemony—in which dominant groups in
society seek to establish the common ...
2. The discourses of persuasion

Learning Society

E-learning

•

• Online learning

Disruptive learning

•

• Blended lea...
2. The discourses of persuasion
2. The discourses of persuasion

Learning Society

E-learning

• Online learning

Disruptive learning

•

• Blended learni...
2. The discourses of persuasion
2. The discourses of persuasion
2. The discourses of persuasion
2. The discourses of persuasion
2. The discourses of persuasion
2. The discourses of persuasion
2. The discourses of persuasion

Professor Mark Brown
2013
2. The discourses of persuasion

Arguably the reschooling discourse is infected by
laissez-faire principles and the langua...
2. The discourses of persuasion

Deschooling

Learning Society
•
•
•
•

Badges
Un-curriculum
Opening access
Unbundling lea...
2. The discourses of persuasion

Page 3
Professor Mark Brown
2. The discourses of persuasion
2. The discourses of persuasion
2. The discourses of persuasion

Page 3
Professor Mark Brown
2. The discourses of persuasion

Reconceptualist
•
•
•
•

Deschooling

Learning Society
•
•
•
•

Being glocal
Digital citi...
2. The discourses of persuasion

Learning to change and
transform
Learning to live
together
Learning to do

Digital
Identi...
2. The discourses of persuasion

―…technological developments are unavoidably
linked to broader social imaginaries: our id...
2. The discourses of persuasion

Key questions…
• Who is telling the story?
• What is the story they are
telling?
• What s...
3. Leading for change in uncertain times

Page 3
Professor Mark Brown
3. Leading for change in uncertain times

Lesson 1…

―I start with the premise that the function of
leadership is to produ...
3. Leading for change in uncertain times

Lesson 2…

Make sure that they have the right people on
the ―bus‖ before decidin...
3. Leading for change in uncertain times

Lesson 3…
―Developing
and
implementingdesiredchange is not an event
but is a com...
Conclusion

Professor Mark Brown
2013
Conclusion

A conclusion is the place
where you got tired of thinking
(or ran out of time)
Conclusion

―All education springs from images of the future and all
education creates images of the future. Thus all
educ...
Contact details

Professor Mark Brown
Director, National Institute for Digital Learning
mark.brown@dcu.ie
@mbrownz
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Reframing the digital lanadscape

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Presentation at Future of Learning Conference
Park Royal Hotel, Sydney
Tuesday 25th Feb 2014

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  • Thank you!
  • Number 2
  • Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
  • Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
  • Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
  • Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
  • Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
  • Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
  • Firstly we have greatly underestimated that educational technology is a contested terrain. This rather simplistic representation shows how digital learning is torn between competing mindsets: boosters, doomsters, deschoolers and toolsters. Arguably most educators see technology as ‘just another tool’, which is hardly a disruptive metaphor. My own position is one of critic as I’m always trying to understand the good and the bad of any new technology.
  • To quote Shakespeare, “The web of our life is of a mingled yarn, good and ill together...”This observation brings me to the second point. There has been a basic failure to understand the character of pedagogical innovation and the complexities of the change process.
  • We are living through one of the most extraordinary periods of transformation in human history.
  • The inconvenient truth is that…
  • The key point is that developing, implementing and maintaining a cutting-edge digital learning strategy needs to be framed around the overarching vision, mission and values that are the distinctive essence of Dublin City University. As you can see from the handout a number of key cogs of change are identified in helping DCU realize the wider goal of “transforming lives and societies” through a 21st century digital campus.
  • To quote Professor Geoff Scott from this very useful decade old paper, “Change is not an event but is a complex and subjective learning/unlearning process for all concerned.”
  • Reframing the digital lanadscape

    1. 1. Reframing the Digital Landscape: A cutting-edge digital learning strategy Painting a Different Version of the Future Professor Mark Brown Director, National Institute for Digital Learning Future of Learning Conference Park Royal Hotel, Sydney Tuesday 25th Feb 2014
    2. 2. Live from the Browns…
    3. 3. About DCU…
    4. 4. About NIDL…
    5. 5. The digital agenda…
    6. 6. The digital agenda…
    7. 7. The European agenda…
    8. 8. Reframing the digital landscape… Outline 1. The contested terrain 2. The discourses of persuasion 3. Leading for change in uncertain times Professor Mark Brown 2013
    9. 9. Key message… Who controls the past commands the future. Who commands the future conquers the past. (George Orwell)
    10. 10. Pop quiz... What do you see?
    11. 11. Pop quiz... What do you see?
    12. 12. Pop quiz... If the answer is 3, then what is the question?
    13. 13. Pop quiz... The current number of Australian universities offering Massive Open Online Courses through Coursera…
    14. 14. Key assumption... The rise of the MOOC is intertwined deeply with globalisation, the dominance of neo-liberalism, the expansion of digital capitalism, and decline of influence of the nation-state.
    15. 15. 1. The contested terrain
    16. 16. 1. The contested terrain Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
    17. 17. 1. The contested terrain Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
    18. 18. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
    19. 19. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
    20. 20. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Demon Perspective Liberalism Perspective Human-centric Perspective Professor Mark Brown 2013
    21. 21. 1. The contested terrain
    22. 22. 1. The contested terrain http://learning-reimagined.com/noam-chomsky-on-technology-learning/
    23. 23. 1. The contested terrain ―Cyberspace is not politically 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).
    24. 24. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Liberalism Perspective Demon Perspective Human-centric Perspective Social Determinism Technocratic Nightmare Professor Mark Brown 2013
    25. 25. 1. The contested terrain Technocratic Dream Technological Determinism Techno-centric Perspective Liberalism Perspective Critics Demon Perspective Human-centric Perspective Social Determinism Technocratic Nightmare Professor Mark Brown 2013
    26. 26. 1. The contested terrain ―The web of our life is of a mingled yarn, goodand ill together...‖ William Shakespeare, All's Well That Ends Well, Act 4, Scene 3
    27. 27. 1. The contested terrain Three must read books…
    28. 28. 2. The discourses of persuasion
    29. 29. 2. The discourses of persuasion An avalanche is coming. 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.
    30. 30. 2. The discourses of persuasion ―It is the theory that decides what we can observe…‖ Albert Einstein Professor Mark Brown 2013
    31. 31. 2. The discourses of persuasion Learning Society E-learning • • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • Anytime, anywhere learning Knowledge Economy
    32. 32. 2. The discourses of persuasion ―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).
    33. 33. 2. The discourses of persuasion ―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). ―Over the past decade Australian governments have invested extensively in digital education, highlighting the growing link between technology and economic prosperity.‖ (Australian Digital Education Advisory Group, 2013, p.5).
    34. 34. 2. The discourses of persuasion Learning Society E-learning • • Online learning Distance education • • Blended learning Technology-enhanced learning • • Anytime, anywhere learning Knowledge Economy Different interest groups and stakeholders borrow the same ‗language of persuasion‘ to legitimize their own hegemonic agenda
    35. 35. 2. The discourses of persuasion The concept of hegemony—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 deeper layers of the digital landscape.
    36. 36. 2. The discourses of persuasion The concept of hegemony—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 deeper layers of the digital landscape. An educational ‗change is 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).
    37. 37. 2. The discourses of persuasion Learning Society E-learning • • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • Anytime, anywhere learning Knowledge Economy • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
    38. 38. 2. The discourses of persuasion
    39. 39. 2. The discourses of persuasion Learning Society E-learning • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • • • • • • Anytime, anywhere learning xMOOCs Global curriculum Real world learning Education in change Knowledge Economy Reschooling • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
    40. 40. 2. The discourses of persuasion
    41. 41. 2. The discourses of persuasion
    42. 42. 2. The discourses of persuasion
    43. 43. 2. The discourses of persuasion
    44. 44. 2. The discourses of persuasion
    45. 45. 2. The discourses of persuasion
    46. 46. 2. The discourses of persuasion Professor Mark Brown 2013
    47. 47. 2. The discourses of persuasion Arguably the reschooling discourse is infected by laissez-faire principles and the language of a kind of ―enterprise constructivism‖ — that is, the celebration of innovation, entrepreneurship and learning for the real (unjust) world in a new global higher education market.
    48. 48. 2. The discourses of persuasion Deschooling Learning Society • • • • Badges Un-curriculum Opening access Unbundling learning E-learning • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • • • • • • Anytime, anywhere learning xMOOCs Global curriculum Real world learning Education in change Knowledge Economy Reschooling • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
    49. 49. 2. The discourses of persuasion Page 3 Professor Mark Brown
    50. 50. 2. The discourses of persuasion
    51. 51. 2. The discourses of persuasion
    52. 52. 2. The discourses of persuasion Page 3 Professor Mark Brown
    53. 53. 2. The discourses of persuasion Reconceptualist • • • • Deschooling Learning Society • • • • Being glocal Digital citizenship Socially just society Education for change cMOOCs Un-curriculum Opening access Unbundling learning E-learning • Online learning Disruptive learning • • Blended learning Technology-enhanced learning • • • • • • • Anytime, anywhere learning xMOOCs Global curriculum Real world learning Education in change Knowledge Economy Reschooling • • • • Mass education Universal standards Education as a commodity Increased market competition Reproduction
    54. 54. 2. The discourses of persuasion Learning to change and transform Learning to live together Learning to do Digital Identity Learning to know Learning to be Digital Citizenship Digital Inclusion
    55. 55. 2. The discourses of persuasion ―…technological developments are unavoidably 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 p.5). ‗good society‘ (Morgan, 2013,
    56. 56. 2. The discourses of persuasion Key questions… • Who is telling the story? • What is the story they are telling? • What story isn‘t being told? • What‘s missing from the story? Page 3 Professor Mark Brown
    57. 57. 3. Leading for change in uncertain times Page 3 Professor Mark Brown
    58. 58. 3. Leading for change in uncertain times Lesson 1… ―I start with the premise that the function of leadership is to produce more leaders, not more followers‖ — Ralph Nader.
    59. 59. 3. Leading for change in uncertain times Lesson 2… Make sure that they 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‖. Professor Mark Brown 2013
    60. 60. 3. Leading for change in uncertain times Lesson 3… ―Developing and implementingdesiredchange is not an event but is a complex and subjective learning/unlearning process for all concerned‖ (p.73). Scott, G. (2003). Effective change management in higher education. Educause Review, November/December, 64-80. Professor Mark Brown 2013
    61. 61. Conclusion Professor Mark Brown 2013
    62. 62. Conclusion A conclusion is the place where you got tired of thinking (or ran out of time)
    63. 63. Conclusion ―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).
    64. 64. Contact details Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz

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