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The Web at 25 
Overall verdict: 
The internet has been a plus for society and an 
especially good thing for individual use...
Digital Life in 2025 - the 2014 survey 
http://www.elon.edu/e-web/imagining/surveys/2014_survey/default.xhtml
It is no longer far-fetched to envision a world 
where all objects and devices are connected to 
act in concert. NMC Horiz...
We have a digital knowledge 
ecosystem which demands a new 
knowledge flow between content and connections. 
creative comm...
REMIX 
Technology, devices, data repositories, 
information access & retrieval, 
information sharing, networks and 
commun...
“The current learning landscape is constantly changing in terms of what is 
learned, the context in which learning takes p...
“Information absorption is a 
cultural and social process of 
engaging with the constantly 
changing world around us”. p47...
Thinking in networks! 
• connect and collaborate with others beyond a 
constrained physical environment. 
• knowledge crea...
The digital age student who can 
think critically, learn through 
connections, create knowledge 
and understand concepts s...
Digital information 
ecology 
creative commons licensed (BY) flickr photo by Marc_Smith: http://flickr.com/photos/marc_smi...
More content, streams of data, 
topic structures, (theoretically) 
better quality - all of these in 
online environments 
...
Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. 
http://www.iftf.org/our-work/global-landscape/work/...
Evolving Learning Landscape 
Current thinking about 21st century skills, and the learning 
experiences that support their ...
Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a metaliteracy’, College & Research 
Libraries, vol...
Redecker C, Leis M, Leendertse M, Punie Y, Gijsbers G, Kirschner P, Stoyanov S & Hoogerveld B 2011, The future of 
learnin...
2014 K-12 Horizon Report 
Wicked challenge - 
keep credentialed education relevant! 
Significant challenges in technology ...
2014 Higher Ed Horizon Report 
Wicked challenge - 
keep credentialed education relevant! 
Significant challenges in techno...
Incorporating two disciplines: 
information science and education 
education informatics 
Aquire, share, discuss, create, ...
Drawing from the information science discipline, Bawden (2008) provides the 
key facets of digital literacy upon which the...
Respond to the the underlying 
epistemological gap 
• Knowledge-based models are implicitly more ‘top 
down’ 
• Praxis bas...
Agile approaches to connected 
learning 
embrace change 
welcome innovation 
meet the challenges of our global connected f...
21c Curriculum alignment = digital information ecology 
creative commons licensed (BY-NC) flickr photo by Telstar Logistic...
KNOWLEDGE NETWORKS 
creative commons licensed (BY-NC-SA) flickr photo by murdocke23: http://flickr.com/photos/murdocke/429...
Master of Education 
(Knowledge Networks 
And Digital Innovation) 
Commenced with 42 students 
http://www.csu.edu.au/digit...
Master of Education 
(Knowledge Networks and Digital Innovation) 
• Focussing on innovative and emerging educational trend...
Master of Education 
(Knowledge Networks and Digital Innovation) 
Core Subjects: 
INF530 Concepts and Practices for a Digi...
The evidence is that technologies and 
social media platforms are driving an 
unprecedented re-organisation of the 
learni...
Redecker C, et al. (2011). The future of learning: preparing for change, Institute for Prospective Technological Studies, ...
Blueprint for participatory learning 
Knowing the trends in knowledge 
construction and participatory culture. 
Knowing ho...
Blueprint for participatory learning 
An immediacy in interactions within the 
cohort to improve learning and 
understandi...
Connected learning is a real-world 
activity. We are together - and alone! 
creative commons licensed (BY) flickr photo by...
Seek Follow 
cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/ 
Gather 
Explore 
Cultivatin...
• Peer critiquing 
• User-generated content 
• Collective aggregation 
• Community formation 
• Digital personas 
• Digita...
Microlearning: hungry for knowledge nuggets 
Micro-learning ticks all the teaching boxes: bite-sized 
nuggets of content a...
Measures 
of change
http://digital.csu.edu.au 
School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
The reflective journal is especially useful for assessing ILOs (intended 
learning outcomes) in relation to the applicatio...
Flipboard 
Diigo 
Youtube 
Soundcloud 
Google+ 
Facebook 
Twitter 
Flickr 
Evernote 
RSS 
Google Docs 
School of Informato...
Digital 
flexibility 
creative commons licensed (BY) flickr photo by mikebaird: http://flickr.com/photos/mikebaird/2678304...
Scholarly book review ..... 
A quite wide opportunity for following your own interests (in the assessments) 
Collection: I...
Multimodal essay ..... 
The collaborative nature of the subject was highlighted by the public sharing 
via Twitter hashtag...
“I have experienced the participatory 
culture that is at the foundation of 21st 
century learning.” 
“#INF530 has been in...
http://flip.it/vHvLR 
School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
What they did! 
Presenting at conferences 
Promoting the program 
Publishing professional papers 
Writing proposals and re...
The creation of a multi-disciplinary program, built on 
a digital information ecology and student-focussed 
praxis, has cr...
heyjudeonline 
Judy O’Connell 
http://judyoconnell.com 
Judy O’Connell
Digital Learning Environments: A multidisciplinary focus on 21st century learning
Digital Learning Environments: A multidisciplinary focus on 21st century learning
Digital Learning Environments: A multidisciplinary focus on 21st century learning
Digital Learning Environments: A multidisciplinary focus on 21st century learning
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Digital Learning Environments: A multidisciplinary focus on 21st century learning

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As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.

Published in: Education
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Digital Learning Environments: A multidisciplinary focus on 21st century learning

  1. The Web at 25 Overall verdict: The internet has been a plus for society and an especially good thing for individual users http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/
  2. Digital Life in 2025 - the 2014 survey http://www.elon.edu/e-web/imagining/surveys/2014_survey/default.xhtml
  3. It is no longer far-fetched to envision a world where all objects and devices are connected to act in concert. NMC Horizon Report: 2014 K-12 Edition creative commons licensed (BY-NC-SA) flickr photo by the waving cat: http://flickr.com/photos/thewavingcat/9510533164
  4. We have a digital knowledge ecosystem which demands a new knowledge flow between content and connections. creative commons licensed (BY-NC-SA) flickr photo by kassemmounhem: http://flickr.com/photos/122638947@N08/13889171653
  5. REMIX Technology, devices, data repositories, information access & retrieval, information sharing, networks and communication.
  6. “The current learning landscape is constantly changing in terms of what is learned, the context in which learning takes place, and who is learning.”(Paas, 2011, p. 2) The following aspects impact on the learner or his/her learning: oEvolving needs of learners oDeveloping knowledge building environments oFocusing on personalisation oEvolving spaces for learning oEvolving learning devices or hardware oEvolving pedagogy Paas, F Van Merrienboer, J and Van Gog, T 2011, ‘Designing instruction for the contemporary learning landscape’, in K R Harris, S Graham & T Urdan (eds.), APA Educational Psychology Handbook: Vol. 3. Application to Learning and Teaching, Washington: American Psychological Association, pp. 335-357, viewed 14 May 2012, http://ro.uow.edu.au/edupapers/374/
  7. “Information absorption is a cultural and social process of engaging with the constantly changing world around us”. p47 Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
  8. Thinking in networks! • connect and collaborate with others beyond a constrained physical environment. • knowledge created created through media, networks, connections and collaborations. • think critically and evaluate processes and emerging ideas, and the ability to evaluate the validity and value of information accessed is essential. Starkey, L. (2011). Evaluating learning in the 21st century: A digital age learning matrix. Technology, Pedagogy and Education, 20(1), 19-39.
  9. The digital age student who can think critically, learn through connections, create knowledge and understand concepts should be able to actively participate in a digitally enhanced society.
  10. Digital information ecology creative commons licensed (BY) flickr photo by Marc_Smith: http://flickr.com/photos/marc_smith/4311427445
  11. More content, streams of data, topic structures, (theoretically) better quality - all of these in online environments require an equivalent shift in our online capabilities.
  12. Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
  13. Evolving Learning Landscape Current thinking about 21st century skills, and the learning experiences that support their development, are essential starting points for capacity building. A list of the workforce skills presented by Davies, et al (2011, pp. 8-12) include: • Sense-making • Social intelligence • Novel and adaptive thinking • Cross-cultural competency • Computational thinking • New-media literacy • Transdisciplinarity • Design mindset • Cognitive load management • Virtual collaboration http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
  14. Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a metaliteracy’, College & Research Libraries, vol. 72, no. 1, pp. 62–78. Sustainable learning involves a pedagogic fusion between environments, tools, formats and meta-literacy capabilities. (Mackey & Jacobson 2011)
  15. Redecker C, Leis M, Leendertse M, Punie Y, Gijsbers G, Kirschner P, Stoyanov S & Hoogerveld B 2011, The future of learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission. Establish lifelong and life-wide learning as the central paradigm for the future. (Redecker et al, 2011, p.10).
  16. 2014 K-12 Horizon Report Wicked challenge - keep credentialed education relevant! Significant challenges in technology adoption: Creating authentic learning opportunities Integrating personalised learning Complex thinking and communication Safety of student data Competition from new models of education Keeping formal education relevant http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf
  17. 2014 Higher Ed Horizon Report Wicked challenge - keep credentialed education relevant! Significant challenges in technology adoption: Low digital fluency of faculty Relative lack of rewards for teaching Competition of new models of education Scaling teaching innovations Expanding access Keeping education relevant http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf
  18. Incorporating two disciplines: information science and education education informatics Aquire, share, discuss, create, critique information Collins, John W., and Sharon A. Weiner. 2010. Proposal for the creation of a subdiscipline: Education informatics. Teachers College Record 112, no. 10: 2523–2536. School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  19. Drawing from the information science discipline, Bawden (2008) provides the key facets of digital literacy upon which the program is built: • “Knowledge assembly,” building a “reliable information hoard” from diverse sources; • Retrieval skills, plus “critical thinking” for making informed judgements about retrieved information, with wariness about the validity and completeness of internet sources; • Reading and understanding non-sequential and dynamic material; • Awareness of the value of traditional tools in conjunction with networked media; • Awareness of “people networks” as sources of advice and help; • Using filters and agents to manage incoming information; and • Being comfortable with publishing and communicating information as well as accessing it. Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies & practices (pp. 17–32). Peter Lang Publishing, Inc. School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  20. Respond to the the underlying epistemological gap • Knowledge-based models are implicitly more ‘top down’ • Praxis based - more ‘bottom up’…… SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  21. Agile approaches to connected learning embrace change welcome innovation meet the challenges of our global connected future creative commons licensed (BY) flickr photo by AlicePopkorn: http://flickr.com/photos/alicepopkorn/225039522 5
  22. 21c Curriculum alignment = digital information ecology creative commons licensed (BY-NC) flickr photo by Telstar Logistics: http://flickr.com/photos/telstar/4857942142
  23. KNOWLEDGE NETWORKS creative commons licensed (BY-NC-SA) flickr photo by murdocke23: http://flickr.com/photos/murdocke/4299568381
  24. Master of Education (Knowledge Networks And Digital Innovation) Commenced with 42 students http://www.csu.edu.au/digital SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  25. Master of Education (Knowledge Networks and Digital Innovation) • Focussing on innovative and emerging educational trends to develop expertise in global and community networked knowledge environments. • Become an agile leader in digital formal and informal learning, with expertise in navigating diverse information pathways, creative learning environments, and socially connected global networks. This degree program offers professional development for those working or seeking employment as: leaders in curriculum innovation in digital environments digital project managers social media leaders information services managers and technology integrators leaders in e-learning strategic leaders in digital policy and education developments. SCHOOL OF INFORMATION STUDIES : LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  26. Master of Education (Knowledge Networks and Digital Innovation) Core Subjects: INF530 Concepts and Practices for a Digital Age INF537 Digital Futures Colloquium Restricted Elective Subjects: Students are required to successfully complete six (6) electives: INF532 Knowledge Networking for Educators ETL523 Digital Citizenship in Schools ETL402 Literature in Education INF533 Literature in Digital Environments INF535 Information Flow and Advanced Search INF536 Designing Spaces for Learning INF541 Game Based Learning INF506 Social Networking for Information Professionals INF443 Digital Preservation EER500 Introduction to Educational Research ESC515 Classroom Technologies Other Limited Entry subjects include: ETL401 Introduction to Teacher Librarianship ETL504 Teacher Librarian as Leader School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  27. The evidence is that technologies and social media platforms are driving an unprecedented re-organisation of the learning environment. cc licensed ( BY NC ) flickr photo by Ward.: http://flickr.com/photos/wards/521247814/ School of Information Studies Faculty of Education
  28. Redecker C, et al. (2011). The future of learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission. p.12.
  29. Blueprint for participatory learning Knowing the trends in knowledge construction and participatory culture. Knowing how to leverage social media and new media channels of communication. Using a diversity of content materials. creative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645
  30. Blueprint for participatory learning An immediacy in interactions within the cohort to improve learning and understanding in the formation of knowledge Embedded in a multi-disciplinary ecology creative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645
  31. Connected learning is a real-world activity. We are together - and alone! creative commons licensed (BY) flickr photo by miss karen: http://flickr.com/photos/misbehave/2352753067
  32. Seek Follow cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/ Gather Explore Cultivating scholarly inquisitive mindsets
  33. • Peer critiquing • User-generated content • Collective aggregation • Community formation • Digital personas • Digital Citizenship adding interactivity and connectivity to assessments!
  34. Microlearning: hungry for knowledge nuggets Micro-learning ticks all the teaching boxes: bite-sized nuggets of content are easy to digest, understand and remember. Often mobile-friendly, visual and sharable, the short bursts of information leave you sufficiently satisfied and likely to come back for more. At the BI Norwegian School of Business, through a number of pilot programmes, they have been adapting fragmented content to mobile devices, finding that the right mix of mobile learning makes courses more engaging and also helps part-time students stay up-to-date. http://www.online-educa.com/OEB_Newsportal/microlearning-hungry-for-knowledge-nuggets/
  35. Measures of change
  36. http://digital.csu.edu.au School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  37. The reflective journal is especially useful for assessing ILOs (intended learning outcomes) in relation to the application of content knowledge, professional judgment and reflection on past decisions and problem solving with a view to improving them. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. Open university press. School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  38. Flipboard Diigo Youtube Soundcloud Google+ Facebook Twitter Flickr Evernote RSS Google Docs School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  39. Digital flexibility creative commons licensed (BY) flickr photo by mikebaird: http://flickr.com/photos/mikebaird/2678304391 School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  40. Scholarly book review ..... A quite wide opportunity for following your own interests (in the assessments) Collection: INF530 Concept & Prac tices in a Digital Age http://amzn.com/w/37FSRQBVI5C5W
  41. Multimodal essay ..... The collaborative nature of the subject was highlighted by the public sharing via Twitter hashtag #INF530, and the bottom-up praxis was emphasised by a willingness of students to post a link to their assessments, via their reflective blog or relevant platform - even before the assessment was marked!
  42. “I have experienced the participatory culture that is at the foundation of 21st century learning.” “#INF530 has been invigorating, exciting, lots of hard work, overwhelming at times, but above all fun. I have loved connecting with the cohort, it’s been amazing. People have said to me “isn’t online study very impersonal and isolating” but I couldn’t disagree more. I feel infinitely more connected with my classmates than I ever did while studying in the traditional way.”
  43. http://flip.it/vHvLR School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  44. What they did! Presenting at conferences Promoting the program Publishing professional papers Writing proposals and reports for the workplace Gaining promotions!
  45. The creation of a multi-disciplinary program, built on a digital information ecology and student-focussed praxis, has created both a curriculum and learning approach that has facilitated understanding and knowledge construction in more dynamic ways, connecting experiences, reflective practices and online participatory experiences that epitomise a ‘new culture of learning’. School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
  46. heyjudeonline Judy O’Connell http://judyoconnell.com Judy O’Connell

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