Is Digital Different? Lawrie Phipps.A discussion for the SEDA Summer School 2012:Academic Development for the Digital University
IntroductionThis ‘slideshare’ is only designed as a supportive toolthat will sit on a blog post as a way of framing adiscussion and an aide memoire.David Baume invited me to SEDA summer school toprovide a discussion that perhaps challenges the notionof digital as a separate thing in academic development.The discussion I am facilitating challenges thedelegates and importantly the other facilitators to findthe distinctiveness in digital.
Discussion StructureAcknowledging that it probably won’t run in order, or the way I want it. If you’re adelegate accessing this post event, then I changed it because I’m adaptable andagile. If you’re accessing it but you weren’t at the event, the delegates weredifficult and the discussion went all over the place. • An open question to the floor, what’s different about digital? • 6 things that I think might be different • MOOCs: a case study generated from the floor • Tools to understand where you stand digitally, so you can support others. • Post-digital
Open to the floor: what’s different about digital?
What I think is different?• Geography is smaller• (potential or theoretical) Business models• Possibly less ephemeral (informal)• Not quite real time• Easier to distribute (I refuse/refute open – but accept cheap)• Scale (hypothetically)
MOOCs (Massive Open Online Courses)• MOOCs are in a lot of the press lately, they are the ‘hot digital topic’• But an open question to the floor: How radical, how different are MOOCs to what is available now?
Two final things• A framework for reflecting on where you stand, and where the staff you support may stand, and• Some food for thought?
Visitor and ResidentsVisitors Residents• Web as similar to an untidy • Web as a place garden tool shed • Somewhere that they can• Define a goal, select an share appropriate tool, task information, participate in over, it goes back in the shed community• Driven by benefits • Express and elicit opinion• Visitors think of the Web as • Build and extend one of many tools to relationships achieve goals; categorised • When they log alongside the off, something may telephone, books, pen and remain, a status update, a paper and off–line software. post LeCornu and White From
Professional Visitor ResidentIf Visitor – Residency is mappedagainst professional and personal.Individuals may find they behavedifferently depending on if theyare at play or at work – visitors andresidents should be seen as a blurand not as categories, or worse a‘digital learning style’ Personal
An ignored warningIn learning particularly the postdigital signals the end to interminable debates of thebenefits of elearning eknowing blended learning and a host of other digital ways ofthinking. It posits that these distinctions only cloud over the lessons that can belearned and the value that can be garnered from the ecologies in which we live andlearn. Mobile learning, at the time of writing, is a victim of this kind of digitalism.Mobility in learning should refer to location independence, or widening participation.The term and the agenda has been hijacked by "e-learning specialists" and "digitalgurus". Mobile Learning has become a discussion of different mobile applications andapplication platforms and has moved away from the discussion of whom theseapplications need to be serving. The MUVE may offer a clear advantage in exploringgender over a dress shop in a downtown mall, but those advantages are about accessand enabling rather than about any inherent value in the technology. The space beingexplored is a social space, not a digital one. Whatever the next digital technology maybe is already at risk of the same treatment: becoming the focus of concern rather thanthe platform upon which change is enacted. 52group. (2009) Preparing for the postdigital era http://docs.google.com/View?id=aqv2zmc9bgm_51ft65rbn2 date accessed 5 July 2012.