Uploaded byMark Brown
The Story of Digital Learning: The Future Is Not What It Used To Be
The document discusses the evolution and challenges of digital learning in higher education, emphasizing the gap between the optimistic rhetoric surrounding technology and the realities faced. It explores themes such as disruptive debates about pedagogical methods like flipped classrooms and blended learning, and the need for innovative design in educational practices. Ultimately, it posits that while digital learning has potential, it must serve broader educational objectives rather than become a central focus on its own.
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The Story of Digital Learning: The Future Is Not What It Used To Be
- 1. The Story ofDigital Learning: The Future Is Not What It Used To Be Professor Mark Brown Director, National Institute for Digital Learning Aalborg | Copenhagen 11th & 12th May, 2016
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- 4. “We use totalk more before someone invented fire”
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- 6. National Institute forDigital Learning • DCU Connected • Teaching Enhancement • Digital Learning Research
- 7. Outline… 1. Dream solutions 2.Disruptive debates 3. Designs for uncertain times The Story of Digital Learning: The Future Is Not What It Use To Be
- 8. “If digital learningis the dream solution for higher education, then what is the problem?” Key question…
- 9. The Rhetoric RealityGap Key tension…
- 10. This presentation doesNOT contain handy hints for teachers Advance warning…
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- 12. 1. Dream solutions… “Withthe 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).
- 13. “With the comingof 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. Dream solutions…
- 14. “Books will soonbe obsolete in public schools. Scholars will be instructed through the eye. It is possible to teach every branch of human knowledge with the motion picture”. (Thomas Edison, 1912) 1. Dream solutions…
- 15. “We will undoubtedlyhave lectures of every conceivable kind presented to us right in our homes, when practical television arrives, possibly a year or two off.” Short Wave Craft, 1935 1. Dream solutions…
- 16. Project Plato –1960s 1. Dream solutions…
- 17. Project Plato –1960s 1. Dream solutions…
- 18. Cuban, L. (1986).Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. Technology Expectation Cycle (1986) High Expectations Subsided Enthusiasm Growing Support 1. Dream solutions…
- 19. Gartner Hype Cycle 1.Dream solutions… “Technology-enhanced learning involves an ongoing cycle of hype, hope and disappointment” (Gouseti, 2010). MOOCs
- 20. “Resilience requires adaptation andevolution to new environmental conditions, but retains core identity” (Weller & Anderson, 2013, p.55). 1. Dream solutions…
- 21. “In 50 years…there will be only 10 institutions in the world delivering higher education and Udacity has a shot at being one of them” (cited in Leckart, 2013, P.28) In a March 2012 Wired cover story, Sebastian Thrun predicted: 1. Dream solutions…
- 22. “According to thehype cycle model, MOOCs should now be exiting the ‘trough of disillusionment’ and entering a period of ‘enlightenment’ as second-generation products and services come onto the market (Linacre, 2014, P.4) United States 1. Dream solutions…
- 23. Allen, E., &Seaman, J., with Poulin, R., & Taylor Straut, T. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group and Quahog Research Group. 59% 11% 1. Dream solutions…
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- 26. 2015 - 35million learners 2014 - 18 million learners http://www.onlinecoursereport.com/state-of-the-mooc-2016-a-year-of-massive-landscape-change-for-massive-open-online-courses/ 1. Dream solutions…
- 27. “We tend tooverestimate the effect of a technology in the short run and underestimate the effect in the long run.” Amara’s Law 1. Dream solutions…
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- 29. “A prudent questionis one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz Questions…
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- 32. 2. Disruptive debates… #1The flipped classroom will have replaced the lecture
- 33. Laurentius de Voltolina– 14th Century 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
- 34. 2. Disruptive debates… #1The flipped classroom will have replaced the lecture
- 35. 2. Disruptive debates… #1The flipped classroom will have replaced the lecture
- 36. 2. Disruptive debates… #1The flipped classroom will have replaced the lecture
- 37. Proceeding of theNational Academy of Sciences http://www.pnas.org/content/111/23/8410 2. Disruptive debates… #1 The flipped classroom will have replaced the lecture
- 38. “Because no twostudents 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. Disruptive debates… #1 The flipped classroom will have replaced the lecture
- 39. 2. Disruptive debates… #1The flipped classroom will have replaced the lecture
- 40. 2. Disruptive debates… #1The flipped classroom will have replaced the lecture
- 41. 2. Disruptive debates… #2Learning will be mobile and accessible any time, anywhere from your pocket
- 42. 1986 2016 Long agoour students danced at concerts, now they click, video, share and tweet! 2. Disruptive debates… #2 Learning will be mobile and accessible any time, anywhere from your pocket
- 43. Helsper, E. J.,& Eynon, R. (2010). Digital natives: Where is the evidence? British Educational Research Journal, 36 (3), 503-520. 2. Disruptive debates… #2 Learning will be mobile and accessible any time, anywhere from your pocket
- 44. 2. Disruptive debates… http://nogoodreason.typepad.co.uk/no_good_reason/2007/11/the-vlelms-is-d.html “TheVLE is Dead” (Weller, 2007) #2 Learning will be mobile and accessible any time, anywhere from your pocket
- 45. 2. Disruptive debates… #2Learning will be mobile and accessible any time, anywhere from your pocket
- 46. 2. Disruptive debates… “TheLMS is like a bus, it only travels on a pre- arranged route, the bus is often late but you still have to be on time because it won't wait if you miss it” (Downes, 2015) #2 Learning will be mobile and accessible any time, anywhere from your pocket
- 47. 2. Disruptive debates… #2Learning will be mobile and accessible any time, anywhere from your pocket
- 48. 2. Disruptive debates… #3Blended learning will have transformed traditional pedagogy
- 49. “At its simplest,blended learning is the integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004, p.96). 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
- 50. Weak sense ofblending… 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
- 51. “. . .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). 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
- 52. Stronger Sense ofBlending… 2. Disruptive debates… #2 Blended learning will have transformed traditional pedagogy
- 53. 2. Disruptive debates… #3Blended learning will have transformed traditional pedagogy
- 54. 2. Disruptive debates… #3Blended learning will have transformed traditional pedagogy
- 55. The old ‘pump,pump, dump’ model of pedagogy may still dominate practice 2. Disruptive debates… #3 Blended learning will have transformed traditional pedagogy
- 56. 2. Disruptive debates… http://teachonline.ca/sites/default/files/tools-trends/downloads/making_sense_of_blended_learning-eng.pdf #3Blended learning will have transformed traditional pedagogy
- 57. “A prudent questionis one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz Questions…
- 58. 3. Designs foruncertain times…
- 59. ‘A key principleof designing learning for the future is to help make the design process more explicit and shareable’ (Conole, 2010, p.482). 3. Designs for uncertain times…
- 60. Conceptualise What do wewant to design, who for and why? Consolidate Evaluate and embed your design The 7Cs Design Framework 3. Designs for uncertain times…
- 61. "Using new digitaltechnology to improve education is not rocket science... it is much, much harder than that” (Diana Laurillard, 2009). 3. Designs for uncertain times…
- 62. 3. Designs foruncertain times…
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- 65. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework Place of Learning (WhereLearning Ocurrs) Mode of Learning (How Learning Occurs) Pace of Learning (When Learning Occurs) 3. Designs for uncertain times…
- 66. Learning by sharing (Connectivist) Learningby listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Design compass… 3. Designs for uncertain times…
- 67. Acquisition Participation The Learning Ecology 3.Designs for uncertain times…
- 68. Acquisition Participation The Learning Ecology PhysicalVirtual 3. Designs for uncertain times…
- 69. Off Campus in Class OffCampus out of Class On Campus in Class Acquisition Participation On Campus out of Class The Learning Ecology Physical Virtual 3. Designs for uncertain times…
- 70. Off Campus in Class OffCampus out of Class On Campus in Class Acquisition Participation On Campus out of Class Leakage The Learning Ecology Physical Virtual 3. Designs for uncertain times…
- 71. Concept of Wrapping Littlejohn,A., & Pegler, C. (2007). Preparing for Blended E- Learning. 70-93. New York: Routledge. 3. Designs for uncertain times…
- 72. 3. Designs foruncertain times…
- 73. Designing for caves,campfires, watering holes and mountain tops A storyteller… 3. Designs for uncertain times…
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- 75. Conclusion • Courage toexplore new spaces • Design for better outcomes • Become a future maker Three key lessons….
- 76. “Despite huge advancementsin technology over the last 50 years, the wealth gap between developed and developing countries has more than doubled” (John Pilger, 2002). Conclusion
- 77. World Bank Group.(2016). Digital dividends: World development report. Washington: A World Bank Group Flagship Report. Conclusion
- 78. “If digital learningis the dream solution for higher education, then what is the problem?” Conclusion
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- 81. “Digital learning should be in theservice of big ideas, not as a big idea in itself” (adapted from Barnett, 2011). Conclusion
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- 84. Professor Mark Brown Director,National Institute for Digital Learning www.dcu.ie/nidlmark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz