Teaching Matters: Education for Change in the New Digital World

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Keynote presentation at President's Teaching Awards, Dublin City University, 16th April, 2014

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  • Metaphor for knowledge and globally connected world
  • • Oliver and Fanny McCutcheon• Born in County Tyrone• Married 14th November 1876• Left Ireland in December 1876• 103 days to New Zealand• 17 children • 800+ decendents
  • If we can’t agree on the direction then how can we ever be expected to agree on what constitutes good teaching?
  • If we can’t agree on the direction then how can we ever be expected to agree on how to use digital technology in the service of good teaching?
  • the pedagogy of the depressed by promoting the language of possibility.
  • the pedagogy of the depressed by promoting the language of possibility.
  • Number 2
  • the pedagogy of the depressed by promoting the language of possibility.
  • to feed their minds, hearts and souls for a life-time. Another hallmark of teaching that I believe lies at the heart of good pedagogy is deep thinking. This analogy serves to demonstrate that in order to become a good teacher then I have to learn to think like a good teacher. It shows that good pedagogy is a cognitive process and intellectual activity.
  • This analogy serves to demonstrate that in order to become a good teacher then I have to learn to think like a good teacher. It shows that good pedagogy is a cognitive process and intellectual activity.
  • Such a conception of teaching also means that you sometimes have to teach against the grain.
  • Striving for best performance – other factors contribute to my performance
  • Finally, you cannot ignore the imperative of demonstrating impact.
  • Number 2
  • I’ll just ride it out. Not a commodity but co-constructed
  • Number 2
  • Teaching Matters: Education for Change in the New Digital World

    1. 1. A cutting-edge digital learning strategy Teaching Matters: Education for Change in the New Digital World Professor Mark Brown Director, National Institute for Digital Learning President‟s Awards Dublin Wednesday 16th April 2014
    2. 2. 2 I A piece of New Zealand… • Cabbage Tree • Ti kōuka (Måori) • Cordyline australis
    3. 3. 3 I A piece of New Zealand… • Cabbage Tree • Ti kōuka (Måori) • Cordyline australis
    4. 4. 4 I A real pioneering spirit… Fernglen 1876
    5. 5. A spirit that continues today…
    6. 6. Part of the University‟s DNA…
    7. 7. 1. Why do teachers matter? 2. How is teaching changing? 3. How will the NIDL support teaching for change? Outline…
    8. 8. Please stand up…
    9. 9. What direction is East? Please stand up…
    10. 10. "Using new digital technology to improve education is not rocket science... it is much, much harder than that” Key point… (Diana Laurillard, 2009).
    11. 11. 1. Why do teachers matter?
    12. 12. Teachers… change lives 1. Why do teachers matter?
    13. 13. Teachers… change lives 1. Why do teachers matter?
    14. 14. 1. Why do teachers matter?
    15. 15. Teachers are… • central to the student experience • core to the „business‟ of a university • essential to a strong research/teaching nexus • important in enhancing reputation and rankings • crucial to humanity‟s future in uncertain times 1. Why do teachers matter?
    16. 16. You can give a person a fish and they can feed their family for a day or you can teach a person how to fish and they can feed their family for a lifetime. 1. Why do teachers matter?
    17. 17. You can give a person a fish and they can feed their family for a day or you can teach a person how to fish and they can feed their family for a lifetime. If you want to catch a fish then you have to learn how to think like a fish! 1. Why do teachers matter?
    18. 18. How do you define a good teacher? 1. Why do teachers matter?
    19. 19. Personal ethos definition… 1. Why do teachers matter?
    20. 20. 1. Why do teachers matter?
    21. 21. Evaluating Teaching & Learning Facilitating Learning Planning & Learning Design Assessing for Learning Professor Mark Brown 2013 Dimensions of effective teaching… … but highly context and discipline specific! 1. Why do teachers matter? CPD & Leadership for Learning
    22. 22. “Scratch a good teacher and you will find a moral purpose” (Fullan, 1993, p.12) 1. Why do teachers matter?
    23. 23. 1. Why do teachers matter?
    24. 24. “A prudent question is one-half of wisdom.” Francis Bacon Questions…
    25. 25. 2. How is teaching changing?
    26. 26. 2. How is teaching changing?
    27. 27. Source: http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be 2. How is teaching changing?
    28. 28. 2. How is teaching changing?
    29. 29. 2. How is teaching changing? What is the annual rainfall?
    30. 30. 714 mm (28 inches) 2. How is teaching changing? What is the annual rainfall?
    31. 31. 2. How is teaching changing? To whom were these questions addressed B.G.?
    32. 32. 2. How is teaching changing? To whom were these questions addressed B.G.? … before Google
    33. 33. The pedagogy of abundance 2. How is teaching changing? The economics of design, production and delivery
    34. 34. 2. How is teaching changing?
    35. 35. 2. How is teaching changing?
    36. 36. Harvesting began in 1806 The story of ice… 2. How is teaching changing?
    37. 37. 2. How is teaching changing?
    38. 38. “We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.” Amara‟s Law 2. How is teaching changing?
    39. 39. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction 2. How is teaching changing? Interactivity Framework
    40. 40. Places Tools Spaces 2. How is teaching changing? Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework
    41. 41. 2. How is teaching changing?
    42. 42. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) (Brown, 2010) 2. How is teaching changing?
    43. 43. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Still has a role even in flipped classrooms (Brown, 2010) 2. How is teaching changing?
    44. 44. “Because no two students have the same needs and no two teachers arrive at their best performance in the same way, theoretical exclusivity and didactic single-mindedness can be trusted to make even the best educational ideas fail”. (Sfard, 1998, p.11) 2. How is teaching changing?
    45. 45. Acquisition Participation Root Metaphors 2. How is teaching changing?
    46. 46. Acquisition Participation Physical Virtual 2. How is teaching changing? Root Metaphors
    47. 47. Acquisition Participation Synchronous Asynchronous 2. How is teaching changing? Root Metaphors
    48. 48. Off Campus in Class Off Campus out of Class Infusing innovation in teaching throughout the learning ecology On Campus in Class Acquisition Participation On Campus out of Class Digital Learning Culture 2. How is teaching changing? Synchronous Asynchronous
    49. 49. 2. How is teaching changing? Time Workload InfrastructureResourcing
    50. 50. “A prudent question is one-half of wisdom.” Francis Bacon Questions…
    51. 51. 3. How will the NIDL support teaching for change?
    52. 52. 3. How will the NIDL support teaching for change?
    53. 53. 3. How will the NIDL support teaching for change? • Action Plan • Strategic Plan • National Roadmap What have we been doing?
    54. 54. 3. How will the NIDL support teaching for change?
    55. 55. http://ni4dl.org 3. How will the NIDL support teaching for change?
    56. 56. 3. How will the NIDL support teaching for change?
    57. 57. New Brand - Taking the best of DCU to the world! A growing range of transnational activities and programmes in countries throughout the world, including a strategic partnership with Arizona State University. TRANSNATIONAL PARTNERSHIPS CUSTOMISED PROGRAMMES OPEN COURSES AND RESOURCES Participate in freely available open courses or take advantage of some of our fully online study resources and public lectures on YouTube. ONLINE DEGREES A growing suite of fully and partially online modules and qualifications in areas of research excellence which address some of the grand challenges facing the world. We can develop customised short courses and full degree programmes to meet your specific needs. Courses are available in our key areas of expertise anywhere in the world. 3. How will the NIDL support teaching for change?
    58. 58. Moodle At the core of the digital learning platform with consistent look and feel. Adobe Connect A core tool for real type interaction between staff and students. E-portfolio A key platofrm for promoting critically reflective, work ready 21st century learners. Other Tools A range of other core and custom tools to support a rich digital learing culture. Nexus Inspire Connect Learning without Limits New brand for digital learning platform… e.g., 3. How will the NIDL support teaching for change?
    59. 59. National Institute for Digital Learning 3. How will the NIDL support teaching for change?
    60. 60. National Institute for Digital Learning Open Education UnitDigital Learning Research Network Teaching Enhancement Unit 3. How will the NIDL support teaching for change?
    61. 61. TEACHING ENHANCEMENT UNIT Online and Blended Learning Support Awards and Grants Credit Earning Modules Professional Development Workshops 3. How will the NIDL support teaching for change?
    62. 62. OPEN EDUCATION UNIT Design of Modules and Programmes Open Learning Initiatives Oversight of Delivery and Quality Managing and Coordinating Brand X 3. How will the NIDL support teaching for change?
    63. 63. DIGITAL LEARNING RESEARCH NETWORK Wider Group of Fellows and Associate Members External Engagement and Policy International Advisory Board Regular Events and Visiting Scholars 3. How will the NIDL support teaching for change?
    64. 64. In summary…
    65. 65. • Teachers matter • Teaching is complex • Teaching in change to education for change! In summary…
    66. 66. “Some people see the world now and others see the world how it could be and ask why not” JFK Kennedy Final point…
    67. 67. Final point…
    68. 68. “He [she] who asks a question is a fool for five minutes; he [she] who does not ask a question remains a fool forever.” Chinese Proverb Discussion…
    69. 69. Contact details… Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz http://www.slideshare.net/mbrownz

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