The Digital Learning Revolution:
What Lies Ahead?
Professor Mark Brown
Future Learning and the Digital Student
24th Septem...
Vinemard 1910
A
Digital
Revolution
or Evolution?
“The web of our life is of a mingled yarn,
good and ill together...”
William Shakespeare,
All's Well That Ends Well, Act 4...
Liberalism
Perspective
Techno-centric
Perspective
Human-centric
Perspective
Demon
Perspective
Technocratic Dream
Technolog...
1. A game changer?
2. How are our lives changing?
3. How is the „business‟ of education changing?
4. How can we shape a be...
The future lives in the
past...
Who controls the past commands the future.
Who commands the future conquers the past.
(George Orwell)
The future lives in ...
1. A game changer?
1. A game changer?
http://net.educause.edu/ir/library/pdf/pub7203i.pdf
“With the coming of the New Media, the need for
print on paper will rapidly diminish. The day will
soon arrive when the wo...
“With the coming of the New Media, the need for
print on paper will rapidly diminish. The day will
soon arrive when the wo...
1. A game changer?
1935
Technology
Expectation Cycle
(1986)
Cuban, L. (1986). Teachers and machines: The classroom
use of technology since 1920. N...
High expectations
Cuban, L. (1986). Teachers and machines: The classroom
use of technology since 1920. New York: Teachers‟...
High expectations
Growing
support
Cuban, L. (1986). Teachers and machines: The classroom
use of technology since 1920. New...
High expectations
Growing
support
Subsided enthusiasm
Cuban, L. (1986). Teachers and machines: The classroom
use of techno...
High expectations
Growing
support
Subsided enthusiasm
Cuban, L. (1986). Teachers and machines: The classroom
use of techno...
“Technology-enhanced learning involves an ongoing cycle of hype,
hopeand disappointment” (Gouseti, 2010).
1. A game change...
“Technology-enhanced learning involves an ongoing cycle of hype,
hopeand disappointment” (Gouseti, 2010).
“Given all that ...
1. A game changer?
“We tend to overestimatethe effect of a technology in
the short run and underestimate the effect in the
long run.”
Amara‟s...
2. How are our lives
changing?
2. How are our lives
changing?
1983 2013
Long ago people danced at concerts, now they
video, share, click and tweet!
Sourc...
2. How are our lives
changing?
Source: KPCB Internet Trends 2013
Source: http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be2. How are our lives
changing?
2. How are our lives
changing?
2. How are our lives
changing?
2. How are our lives
changing?
What does all this mean?
2. How are our lives
changing?
A completely new type of globally
connected learneris expecting a new type
of education for...
2. How are our lives
changing?
A completely new type of globally
connected learneris expecting a new type
of education for...
3. How is the „business‟
of education changing?
3. How is the „business‟
of education changing?
3. How is the „business‟
of education changing?
3. How is the „business‟
of education changing?
3. How is the „business‟
of education changing?
3. How is the „business‟
of education changing?
But wait
there‟s more…
3. How is the „business‟
of education changing?
3. How is the „business‟
of education changing?
The economics of abundance
The OER movement…
3. How is the „business‟
of education changing?
3. How is the „business‟
of education changing?
3. How is the „business‟
of education changing?
3. How is the „business‟
of education changing?
3. How is the „business‟
of education changing?
“iTunes didn‟t change the way music was
made; it revolutionized how people...
FOMO
3. How is the „business‟
of education changing?
What does all this mean?
3. How is the „business‟
of education changing?
The traditional educational institutionis being
chiseled away by powerful global forces
and new business models as a multi...
4. How can we shape a
better digital future?
4. How can we shape a
better digital future?
Source: http://futuremakers.wikispaces.com/
“It is the theory that decides what we
can observe…”
Albert Einstein
4. How can we shape a
better digital future?
Knowledge Society
Knowledge Economy
• Online learning
• Blended learning
• Anytime, anywhere learning
Major competing disc...
Knowledge Society
Knowledge Economy
Reproduction
• Mass education
• Universal standards
• Education as a commodity
• Incre...
Knowledge Society
Knowledge Economy
Reschooling Reproduction
• xMOOCs
• New pedagogies
• Global Curriculum
• Education in ...
Knowledge Society
Knowledge Economy
Deschooling
Reschooling Reproduction
• PLE
• cMOOCs
• Un-curriculum
• Life-long learni...
Reconceptualist
Knowledge Society
Knowledge Economy
Deschooling
Reschooling Reproduction
• Being glocal
• Digital citizens...
Learning to change and
transform
Learning to live
together
Learning to do
Learning to
know
Learning
to be
Digital
Literacy...
Conclusion
Be wary of predictions…
Conclusion
“Thirty years from now the big university
campuses will be relics. Universities won‟t
survive. It‟s as large a change as w...
You can't predict the future,
just like you can't reach the horizon...
Conclusion
“All education springs from images of the future and all
education creates images of the future. Thus all
education, wheth...
DEANZ…
“A prudent question is one-half of wisdom.”
Francis Bacon
http://www.slideshare.net/mbrownz/
Questions…
• Email
m.e.brown@massey.ac.nz
• Twitter
@mbrownz
• DELFA
http://delfa.massey.ac.nz
• Slideshare
http://www.slideshare.net...
The Digital Learning Revolution: What Lies Ahead? (v.2)
The Digital Learning Revolution: What Lies Ahead? (v.2)
The Digital Learning Revolution: What Lies Ahead? (v.2)
The Digital Learning Revolution: What Lies Ahead? (v.2)
The Digital Learning Revolution: What Lies Ahead? (v.2)
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The Digital Learning Revolution: What Lies Ahead? (v.2)

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  • “I am nothing if not critical”(William Shakespeare)
  • The Digital Learning Revolution: What Lies Ahead? (v.2)

    1. 1. The Digital Learning Revolution: What Lies Ahead? Professor Mark Brown Future Learning and the Digital Student 24th September, 2013
    2. 2. Vinemard 1910
    3. 3. A Digital Revolution or Evolution?
    4. 4. “The web of our life is of a mingled yarn, good and ill together...” William Shakespeare, All's Well That Ends Well, Act 4, Scene 3
    5. 5. Liberalism Perspective Techno-centric Perspective Human-centric Perspective Demon Perspective Technocratic Dream Technological Determinism Social Determinism Technocratic Nightmare Critics A contested terrain… (Adapted from Bigum, 1998)
    6. 6. 1. A game changer? 2. How are our lives changing? 3. How is the „business‟ of education changing? 4. How can we shape a better digital future? Outline…
    7. 7. The future lives in the past...
    8. 8. Who controls the past commands the future. Who commands the future conquers the past. (George Orwell) The future lives in the past...
    9. 9. 1. A game changer?
    10. 10. 1. A game changer? http://net.educause.edu/ir/library/pdf/pub7203i.pdf
    11. 11. “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world‟s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1994). 1. A game changer?
    12. 12. “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world‟s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1894). 1. A game changer?
    13. 13. 1. A game changer? 1935
    14. 14. Technology Expectation Cycle (1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press. 1. A game changer?
    15. 15. High expectations Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press. Technology Expectation Cycle (1986) 1. A game changer?
    16. 16. High expectations Growing support Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press. Technology Expectation Cycle (1986) 1. A game changer?
    17. 17. High expectations Growing support Subsided enthusiasm Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press. Technology Expectation Cycle (1986) 1. A game changer?
    18. 18. High expectations Growing support Subsided enthusiasm Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press. Technology Expectation Cycle (1986) 1. A game changer?
    19. 19. “Technology-enhanced learning involves an ongoing cycle of hype, hopeand disappointment” (Gouseti, 2010). 1. A game changer?
    20. 20. “Technology-enhanced learning involves an ongoing cycle of hype, hopeand disappointment” (Gouseti, 2010). “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). 1. A game changer?
    21. 21. 1. A game changer?
    22. 22. “We tend to overestimatethe effect of a technology in the short run and underestimate the effect in the long run.” Amara‟s Law 1. A game changer?
    23. 23. 2. How are our lives changing?
    24. 24. 2. How are our lives changing? 1983 2013 Long ago people danced at concerts, now they video, share, click and tweet! Source: KPCB Internet Trends 2013
    25. 25. 2. How are our lives changing? Source: KPCB Internet Trends 2013
    26. 26. Source: http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be2. How are our lives changing?
    27. 27. 2. How are our lives changing?
    28. 28. 2. How are our lives changing?
    29. 29. 2. How are our lives changing? What does all this mean?
    30. 30. 2. How are our lives changing? A completely new type of globally connected learneris expecting a new type of education for new times. What does all this mean?
    31. 31. 2. How are our lives changing? A completely new type of globally connected learneris expecting a new type of education for new times. What does all this mean? Helsper, E. J., & Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36 (3), 503-520.
    32. 32. 3. How is the „business‟ of education changing?
    33. 33. 3. How is the „business‟ of education changing?
    34. 34. 3. How is the „business‟ of education changing?
    35. 35. 3. How is the „business‟ of education changing?
    36. 36. 3. How is the „business‟ of education changing?
    37. 37. 3. How is the „business‟ of education changing?
    38. 38. But wait there‟s more… 3. How is the „business‟ of education changing?
    39. 39. 3. How is the „business‟ of education changing? The economics of abundance The OER movement…
    40. 40. 3. How is the „business‟ of education changing?
    41. 41. 3. How is the „business‟ of education changing?
    42. 42. 3. How is the „business‟ of education changing?
    43. 43. 3. How is the „business‟ of education changing?
    44. 44. 3. How is the „business‟ of education changing? “iTunes didn‟t change the way music was made; it revolutionized how people listened to music” (Gallagner& Garrett, 2013).
    45. 45. FOMO 3. How is the „business‟ of education changing?
    46. 46. What does all this mean? 3. How is the „business‟ of education changing?
    47. 47. The traditional educational institutionis being chiseled away by powerful global forces and new business models as a multitude ofalternativeproviders emerge. What does all this mean? 3. How is the „business‟ of education changing?
    48. 48. 4. How can we shape a better digital future?
    49. 49. 4. How can we shape a better digital future? Source: http://futuremakers.wikispaces.com/
    50. 50. “It is the theory that decides what we can observe…” Albert Einstein 4. How can we shape a better digital future?
    51. 51. Knowledge Society Knowledge Economy • Online learning • Blended learning • Anytime, anywhere learning Major competing discourses… E-learning • Distance education • Technology-enhanced learning • Different interest groups and stakeholders borrow the same „language of persuasion‟to legitimize their own hegemonic agenda
    52. 52. Knowledge Society Knowledge Economy Reproduction • Mass education • Universal standards • Education as a commodity • Increased market competition Major competing discourses… Different interest groups and stakeholders borrow the same „language of persuasion‟to legitimize their own hegemonic agenda • Online learning • Blended learning • Anytime, anywhere learning E-learning • Distance education • Technology-enhanced learning •
    53. 53. Knowledge Society Knowledge Economy Reschooling Reproduction • xMOOCs • New pedagogies • Global Curriculum • Education in change • Mass education • Universal standards • Education as a commodity • Increased market competition Major competing discourses… • Online learning • Blended learning • Anytime, anywhere learning E-learning • Distance education • Technology-enhanced learning • Different interest groups and stakeholders borrow the same „language of persuasion‟to legitimize their own hegemonic agenda
    54. 54. Knowledge Society Knowledge Economy Deschooling Reschooling Reproduction • PLE • cMOOCs • Un-curriculum • Life-long learning • Mass education • Universal standards • Education as a commodity • Increased market competition Major competing discourses… • xMOOCs • New pedagogies • Global Curriculum • Education in change • Online learning • Blended learning • Anytime, anywhere learning E-learning • Distance education • Technology-enhanced learning • Different interest groups and stakeholders borrow the same „language of persuasion‟to legitimize their own hegemonic agenda
    55. 55. Reconceptualist Knowledge Society Knowledge Economy Deschooling Reschooling Reproduction • Being glocal • Digital citizenship • Socially just society • Education for change • xMOOCs • New pedagogies • Global Curriculum • Education in change • Mass education • Universal standards • Education as a commodity • Increased market competition Major competing discourses… • PLE • cMOOCs • Un-curriculum • Life-long learning • Online learning • Blended learning • Anytime, anywhere learning E-learning • Distance education • Technology-enhanced learning • Different interest groups and stakeholders borrow the same „language of persuasion‟to legitimize their own hegemonic agenda Disruption
    56. 56. Learning to change and transform Learning to live together Learning to do Learning to know Learning to be Digital Literacy Digital Identity Digital Citizenship 4. How can we shape a better digital future?
    57. 57. Conclusion
    58. 58. Be wary of predictions… Conclusion
    59. 59. “Thirty years from now the big university campuses will be relics. Universities won‟t survive. It‟s as large a change as when we first got the printed book.” (Peter Drucker, Forbes, 1997) Conclusion Be wary of predictions…
    60. 60. You can't predict the future, just like you can't reach the horizon... Conclusion
    61. 61. “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). Conclusion
    62. 62. DEANZ…
    63. 63. “A prudent question is one-half of wisdom.” Francis Bacon http://www.slideshare.net/mbrownz/ Questions…
    64. 64. • Email m.e.brown@massey.ac.nz • Twitter @mbrownz • DELFA http://delfa.massey.ac.nz • Slideshare http://www.slideshare.net/mbrownz Contact…

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