Keynote: Box Hill TAFE - New Mindsets in a Digital Future
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Keynote: Box Hill TAFE - New Mindsets in a Digital Future Keynote: Box Hill TAFE - New Mindsets in a Digital Future Presentation Transcript

  • New Mindsets in a Digital Future Box Hill TAFE - March 13 Professor Mike Keppell Executive Director Australian Digital Futures Institute 1Thursday, 14 March 13 1
  • Overview ‣ Megatrends and challenges that will change the way we live ‣ Game changers in tertiary education ‣ mobility, literacies, personalisation, seamless learning, user-generated content ‣ Wicked problems ‣ New mindsets 2Thursday, 14 March 13 2
  • What trends do we need to consider? 3Thursday, 14 March 13 3
  • CSIRO Megatrends On the move Personalisation IWorld 4Thursday, 14 March 13 4
  • Australia in the Asian Century n “The transformation of the Asian region into the economic powerhouse of the world is not only unstoppable, it is gathering pace” (Julia Gillard). 5Thursday, 14 March 13 5
  • To Succeed in the Asian Century n “Australia’s commerical success in the region requires that highly competitive Australian firms and institutions develop collaborative relationships with others in the region” (p.2). n New business models and mindsets (p.2) 6Thursday, 14 March 13 6
  • Beyond Current Horizons n Networking and connections - distributed cognition n Increasing personalisation and customisation of experience n New forms of literacy n Openness of ownership of knowledge (Jewitt, 2009). 7Thursday, 14 March 13 7
  • University of the Future n Democratisation of knowledge and access n Contestability of markets and funding n Digital technologies n Global mobility n Integration with industry 8Thursday, 14 March 13 8
  • 10 Years of Tracking Online Education in the United States ‣ 2800 colleges and universities ‣ Academic leaders were unconvinced that MOOCs were sustainable ‣ MOOCS - important means for institutions to learn about online pedagogy ‣ 70% institutions believe online learning is critical to their long-term strategy 4Thursday, 14 March 13 9
  • 10 Years of Tracking Online Education in the United States ‣ 32% of students take at least one online course ‣ 77% academic leaders rated outcomes superior to face-to- face ‣ 88.8% considered students needed more discipline as a barrier to widespread adoption 5Thursday, 14 March 13 10
  • Horizon Reports 11Thursday, 14 March 13 11
  • Trends ‣ People expect to be able to work, learn, and study whenever and wherever they want. ‣ The abundance of resources and relationships will challenge our educational identity. ‣ Students want to use their own technology for learning. ‣ Shift across all sectors to online learning, hybrid learning and collaborative models. ‣ 12Thursday, 14 March 13 12
  • Challenges n Seamless learning – diverse places and spaces for learning. n Digital literacies – capabilities which fit an individual for a digital society (JISC) n Personalisation - learning, teaching, place of learning and technologies n Mobility is here! 13Thursday, 14 March 13 13
  • Thursday, 14 March 13 14
  • Game Changers 15Thursday, 14 March 13 15
  • Game Changers n Mobility n Digital literacies n Seamless learning n Personalised learning n User-generated content 16Thursday, 14 March 13 16
  • Mobility 17Thursday, 14 March 13 17
  • Mobility n Global mobility n Mobility of people n Technologies to support mobility n Adapting our teaching and learning? n Assessment? 18Thursday, 14 March 13 18
  • Mobile Learning Spaces n Mobile learning challenges educators to understand learners’ needs. n Encourages educators to understand how learning takes place beyond the classroom. n Examines the intersection of education, life, work and leisure (Kukulska-Hulme, 2010). 19Thursday, 14 March 13 19
  • Undergraduate Students and IT n Monitors students relationship with digital technologies n Portable devices are the ‘academic champions’ n 3x as many students used e-books or e-textbooks than in 2010 n Survey of 100,000 students across 195 institutions 20Thursday, 14 March 13 20
  • Digital literacies 21Thursday, 14 March 13 21
  • Thursday, 14 March 13 22
  • Digital Literacies n Literacy is no longer “the ability to read and write” but now “the ability to understand information however presented.” n Cant assume students have skills to interact in a digital age n Literacies will allow us to teach more effectively in a digital age (JISC, 2012) 23Thursday, 14 March 13 23
  • Developing Literacies n Employable graduates need to be digitally literate n Digital literacies are often related to discipline area n Learners need to be supported by staff to develop academic digital literacies n Professional development is vital in developing digital literacies n Professional associations are supporting their members to improve digital literacies n Engaging students supports digital literacy development i.e. students as change agents (JISC, 2012) 24Thursday, 14 March 13 24
  • Context of Digital Literacies (JISC)Thursday, 14 March 13 25
  • Seamless learning 26Thursday, 14 March 13 26
  • Seamless Learning Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012).Thursday, 14 March 13 27
  • Spaces for Knowledge Generation n Physical, blended or virtual ‘areas’ that: n enhance learning n that motivate learners n promote authentic learning interactions n Spaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012). 28Thursday, 14 March 13 28
  • Distributed Learning Spaces Physical Blended Virtual Formal Informal Formal Informal Mobile Personal Academic Professional Outdoor Practice 29Thursday, 14 March 13 29
  • Virtual Learning Spaces Blending - Affordances - Equity?Thursday, 14 March 13 30
  • Thursday, 14 March 13 31
  • Personalised learning 32Thursday, 14 March 13 32
  • Personal Learning Spaces ‣ Integrate formal and informal learning spaces ‣ Customised by the individual to suit their needs ‣ Allow individuals to create their own identities. ‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning. 33Thursday, 14 March 13 33
  • Connectivism ‣ Knowledge has changed to networks and ecologies (Siemens, 2006). ‣ Need improved lines of communication in networks. ‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15). 34Thursday, 14 March 13 34
  • Thursday, 14 March 13 35
  • Thursday, 14 March 13 36
  • What is a framework for designing student learning environments? Distributed Seamless Learning Learning Spaces Principles 37Thursday, 14 March 13 37
  • Seven Principles of Learning Space Design n Comfort: a space which creates a physical and mental sense of ease and well-being n Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose n Flow: the state of mind felt by the learner when totally involved in the learning experience 38Thursday, 14 March 13 38
  • Seven Principles of Learning Space Design •Equity: consideration of the needs of cultural and physical differences •Blending: a mixture of technological and face-to-face pedagogical resources •Affordances: the “action possibilities” the learning environment provides the users •Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http:// 39Thursday, 14 March 13 39
  • Student Generated Content 40Thursday, 14 March 13 40
  • Interactions Interactive learning (learner-to-content) Networked learning (learner-to-learner; learner-to-teacher) Student-generated content (learner-as- designers). Connected students (knowledge is in the network) Learning-oriented assessment (assessment-as-learning) 25Thursday, 14 March 13 41
  • Thursday, 14 March 13 42
  • Thursday, 14 March 13 43
  • Learning-oriented Assessment Assessment tasks Forward-looking as learning tasks feedback Student involvement in assessment processesThursday, 14 March 13 44
  • Remixing Hi Mike, I just wrote a quick blog using a slideshow you posted on SlideShare. Love your work! http:// www.edtechmagazine.c om/higher/article/ 2013/01/blended- learning-explained-33- slides Jimmy 45Thursday, 14 March 13 45
  • ‘New Mindsets’ 46Thursday, 14 March 13 46
  • ‘Kodak Moment’ Preserving significant occasions Narrow marketing - false assumptions about who took photos and the importance of prints Cameras became gadgets sold in electronic stores not just camera stores With digital more men were taking photos but not necessarily printing Focus was on prolonging the life of existing modes of business (Kamil Manir). 47Thursday, 14 March 13 47
  • Ubiquitous 3000 shots Share with cameras per trip friends Place on Print? websites?Thursday, 14 March 13 48
  • ‘Kodak Moment’Thursday, 14 March 13 49
  • ‘Wicked Problems’ “The problem is not understood until after the formulation of a solution. Wicked problems have no stopping rule. Solutions to wicked problems are not right or wrong. Every wicked problem is essentially novel and unique”. (Conklin, 2009, Wikipedia). 50Thursday, 14 March 13 50
  • ‘Super Wicked Problems’ “Time is running out. No central authority. Those seeking to solve the problem are also causing it” (Levin, 2009, Wikipedia). 51Thursday, 14 March 13 51
  • New Mindsets n Privileging mobile learning and teaching access n Embedding digital literacies into all aspects of learning, teaching and curriculum n Privileging diverse places of learning as opposed to a singular place of learning 52Thursday, 14 March 13 52
  • New Mindsets n Assisting teachers and students to develop their own personalised learning strategy n Privileging user-generated content and remixing teaching and learning strategies 53Thursday, 14 March 13 53
  • Questions? 54Thursday, 14 March 13 54