Digital Implications for Universities

The components in education Content Structure Support Filter Validation Lectures Reading lists Courses Tutorials Assessment Social Cohort Convenience + social recognition

The components in newspapers Content Business Quality Filter Stories Editor Ads Journalists Format Paper Convenience Access Exclusivity

Replaced by … Content Business Quality Filter Blogs Network Craigslist Wikipedia Format Online Relevance Democracy Personal

The components in education Content Structure Support Filter Validation Lectures Reading lists Courses Tutorials Assessment Social Cohort Convenience + social recognition

Verdict: Weak Content

Verdict: Weak Filter

Verdict: Medium Structure

Verdict: Weak Social

Verdict: Medium Support

Verdict: Strong Validation

The threat Content Structure Support Filter Validation Net/OER/ databases Search Data mining Peer Marketplace Social Social Network Relevance/Long Tail

We need a revolution right?
In a world where technologies change daily and graduates armed with four-year degrees are entering the workforce in record numbers, there is an increasing fear among the Net Generation that a four-year degree will be neither relevant nor sufficient preparation when it becomes time to enter the work force (Windham 2005)
It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach . (Prensky 2001) the online learning environment is not peripheral, or merely a technological issue for universities and educators to resolve, but rather that it represents the means by which higher education comes to understand the requirements and changes in society, and thus the route by which it maintains its relevance to society (Weller 2008)

The Net Gen myth
Change in context – prevalence of ICTs
Only partial evidence for lack of relevance
Overestimate net gen skills
Seeing generational diff where this none:
“ they want parameters, rules, priorities, and procedures … they think of the world as scheduled and someone must have the agenda. As a result, they like to know what it will take to achieve a goal. Their preference is for structure rather than ambiguity.” (Oblinger & Oblinger 2005)

But…
People are learning in diff ways
Google, YouTube, Facebook, Wikipedia stats hint at learning
Specific communities
OERs

How similar is education to..
… Music industry?
… film industry?
… book publishing?
… newspapers?
… health?
… TV/Radio?

How should we respond?
Claims for urgent revolution are overstated
But…
We should view it as unprecedented opportunity to facilitate learning different things in different ways

Which means?
Embrace openness
Share, share, share
Experiment
Use non-educational technology
Think beyond the course….

http://e-learning-teleformacion.blogspot.com	95
http://nogoodreason.typepad.co.uk	70
http://caparazon.tumblr.com	26
http://e-learning-teleformacion.blogspot.com.ar	9
http://e-learning-teleformacion.blogspot.mx	4
http://kuglocal.blogspot.com	3
http://libguides.fhcrc.org	2
http://www.hanrss.com	1
http://www.nogoodreason.typepad.co.uk	1
http://e-learning-teleformacion.blogspot.com.es	1

Digital Implications for Universities

by Martin Weller on May 14, 2009

Accessibility

Categories

Tags

Upload Details

Usage Rights

10 Embeds 212

Statistics

Digital Implications for Universities — Presentation Transcript