Post = ‘in the wake of’ the Digital 
Helen Beetham, November 2014 
Malene Thyssen, http://commons.wikimedia.org/wiki/User:...
What just happened? 
screen capture from iai.tv/iai.academy
A reminder: what didn’t happen 
Peter Mandelson, cc. World Economic Forum via wikimedia 2008
A reminder: what didn’t happen 
Technology will make learning more interactive 
Technology will make learning more persona...
A reminder: what didn’t happen 
Technology will make learning more interactive 
Technology will make learning more persona...
Specific features of digital technologies 
‣ connectivity 
‣ ubiquity (almost) 
‣ intimacy 
‣ simultaneity (almost) 
‣ con...
Specific features of digital technologies 
Nike FuelBand cc. Peter Parkes on Wikimedia Commons 
‣ connectivity 
‣ ubiquity...
Specific impacts in education 
content 
contexts 
theories methods
Content: new things to know 
‣ (Sub)disciplines: web science, 
digital media, internet culture, 
animation, gaming, GPS, 
...
Context: ‘digital’ institutions 
‣ Students first experiences 
of university/college are digital 
‣ Institutions are depen...
Context: new challenges to the institution 
‣ fewer traditional graduate jobs 
‣ more non-traditional, informal 
‘knowledg...
Method: new ways of coming to know 
‣ Data collection, analysis, management, re/use: 
what can be (done with) data? 
‣ Sec...
Method: new professional practices 
‣ Customers/clients/users as data to be managed 
(diagnostics, analytics) 
‣ Virtual a...
Method: new ways of learning
Method: new ways of learning 
finding out trying out 
collating 
writing 
reflecting 
sharing 
presenting 
evidencing 
Bor...
Theory 
‣ Connectivism? 
Networked learning? 
‣ Actor network theory? 
Activity theory? 
‣ Systems thinking? 
Educational ...
Very little is unchanged 
content 
contexts 
theories methods
‘We are not 
rethinking some 
part or aspect of 
learning, we are 
rethinking all of 
learning in these 
new digital 
cont...
What is that like? 
cc licensed to Christine Monteith http://pebblebeachcoast.com/archives/212
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In the wake

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First of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks back at the 'digital revolution' from a point in time when we are still 'in the wake' of the digital, but hardly over it.

Published in: Education

In the wake

  1. 1. Post = ‘in the wake of’ the Digital Helen Beetham, November 2014 Malene Thyssen, http://commons.wikimedia.org/wiki/User:Malene
  2. 2. What just happened? screen capture from iai.tv/iai.academy
  3. 3. A reminder: what didn’t happen Peter Mandelson, cc. World Economic Forum via wikimedia 2008
  4. 4. A reminder: what didn’t happen Technology will make learning more interactive Technology will make learning more personal Technology will make learning more collaborative Technology will make you more productive Technology will undo all the effects of educational disadvantage Peter Mandelson, cc. World Economic Forum via wikimedia 2008
  5. 5. A reminder: what didn’t happen Technology will make learning more interactive Technology will make learning more personal Technology will make learning more collaborative Technology will make you more productive Technology will undo all the effects of educational disadvantage ‘E-learning can contribute to all the government's objectives for education - to raising standards, improving quality, removing barriers to learning, and, ultimately, ensuring that every learner achieves their full potential’ (DfES 2006). Peter Mandelson, cc. World Economic Forum via wikimedia 2008
  6. 6. Specific features of digital technologies ‣ connectivity ‣ ubiquity (almost) ‣ intimacy ‣ simultaneity (almost) ‣ continuous record ‣ data-at-scale ‣ interfaces that are interactive, intuitive, immersive... situations and events are less self-contained, more ‘porous’ or leaky
  7. 7. Specific features of digital technologies Nike FuelBand cc. Peter Parkes on Wikimedia Commons ‣ connectivity ‣ ubiquity (almost) ‣ intimacy ‣ simultaneity (almost) ‣ continuous record ‣ data-at-scale ‣ interfaces that are interactive, intuitive, immersive... situations and events are less self-contained, more ‘porous’ or leaky
  8. 8. Specific impacts in education content contexts theories methods
  9. 9. Content: new things to know ‣ (Sub)disciplines: web science, digital media, internet culture, animation, gaming, GPS, networks, digital humanities... ‣ Interdisciplinary problems: digital bodies, globalisation, ethics, privacy, data security, digital divide, digital economy... ‣ What new areas of knowledge are emerging in the scholarship of teaching/learning?
  10. 10. Context: ‘digital’ institutions ‣ Students first experiences of university/college are digital ‣ Institutions are dependent on digital systems ‣ Our students are (largely) digital learners ‣ Digital technologies, media and practices (continue to) originate and thrive in HE ‣ Connected universities → global market in learners ‣ Borderless universities → new modes of participation Image by Dodo for Jisc
  11. 11. Context: new challenges to the institution ‣ fewer traditional graduate jobs ‣ more non-traditional, informal ‘knowledge’ work ‣ 7-10 career changes, loose ties, portfolio careers ‣ constant upgrade (the capable self as lifelong project) ‣ alternatives to a degree: informal learning, online credits, OERs, MOOCs, TED talks, Kahn academy, Google... ‣ ‘a professional reputation carefully managed, an online portfolio’ becoming more valued. Image by Dodo for Jisc
  12. 12. Method: new ways of coming to know ‣ Data collection, analysis, management, re/use: what can be (done with) data? ‣ Secondary research: what and where is legitimate knowledge? ‣ Design, inc. research design ‣ Collaboration, inc. remotely ‣ Modes of representation, e.g. data visualisation, animation, virtual worlds, hypermedia, digital presentation... ‣ How are these impacts shared with students?
  13. 13. Method: new professional practices ‣ Customers/clients/users as data to be managed (diagnostics, analytics) ‣ Virtual as a space of real social/economic activity ‣ ‘All high value work is knowledge work’? ‣ Blurring boundaries of work/play/life ‣ Personal and organisational ‘brand (identity?) management’
  14. 14. Method: new ways of learning
  15. 15. Method: new ways of learning finding out trying out collating writing reflecting sharing presenting evidencing Borderless, blended, flipped, networked, online, third space, interactive (etc) learning planning
  16. 16. Theory ‣ Connectivism? Networked learning? ‣ Actor network theory? Activity theory? ‣ Systems thinking? Educational cybernetics What new theories do we have (or need?) for learning in the digital age? Image by Dodo for Jisc
  17. 17. Very little is unchanged content contexts theories methods
  18. 18. ‘We are not rethinking some part or aspect of learning, we are rethinking all of learning in these new digital contexts’ (2007) Image by Dodo for Jisc
  19. 19. What is that like? cc licensed to Christine Monteith http://pebblebeachcoast.com/archives/212

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