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.
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Digital Learning Environments: A multidisciplinary focus on 21st century learning
- 2. 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/
- 3. Digital Life in 2025 - the 2014 survey http://www.elon.edu/e-web/imagining/surveys/2014_survey/default.xhtml
- 4. 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
- 5. 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
- 6. REMIX Technology, devices, data repositories, information access & retrieval, information sharing, networks and communication.
- 7. “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/
- 8. “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.
- 9. 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.
- 10. 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.
- 11. Digital information ecology creative commons licensed (BY) flickr photo by Marc_Smith: http://flickr.com/photos/marc_smith/4311427445
- 12. More content, streams of data, topic structures, (theoretically) better quality - all of these in online environments require an equivalent shift in our online capabilities.
- 13. Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
- 14. 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/
- 15. 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)
- 16. 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).
- 17. 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
- 18. 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
- 19. 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
- 20. 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
- 21. 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
- 22. 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
- 23. 21c Curriculum alignment = digital information ecology creative commons licensed (BY-NC) flickr photo by Telstar Logistics: http://flickr.com/photos/telstar/4857942142
- 24. KNOWLEDGE NETWORKS creative commons licensed (BY-NC-SA) flickr photo by murdocke23: http://flickr.com/photos/murdocke/4299568381
- 25. 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
- 26. 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
- 27. 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
- 28. 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
- 29. Redecker C, et al. (2011). The future of learning: preparing for change, Institute for Prospective Technological Studies, JRC European Commission. p.12.
- 30. 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
- 31. 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
- 32. 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
- 33. Seek Follow cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/ Gather Explore Cultivating scholarly inquisitive mindsets
- 34. • Peer critiquing • User-generated content • Collective aggregation • Community formation • Digital personas • Digital Citizenship adding interactivity and connectivity to assessments!
- 35. 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/
- 37. http://digital.csu.edu.au School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
- 38. 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
- 39. Flipboard Diigo Youtube Soundcloud Google+ Facebook Twitter Flickr Evernote RSS Google Docs School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
- 40. 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
- 41. 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
- 43. 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!
- 46. “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.”
- 47. http://flip.it/vHvLR School of Informaton Studies: LEADING INFORMATION EDUCATION AND RESEARCH – EMPOWERING SOCIETY
- 48. What they did! Presenting at conferences Promoting the program Publishing professional papers Writing proposals and reports for the workplace Gaining promotions!
- 49. 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
- 50. heyjudeonline Judy O’Connell http://judyoconnell.com Judy O’Connell
Editor's Notes
- The World Wide Web turns 25 on March 12, 2014. Wide-ranging impacts on everything from: the way people get, share, and create news; the way they take care of their health; the way they perform their jobs; the way they learn; the nature of their political activity; their interactions with government; the style and scope of their communications with friends and family; and the way they organize in communities. In a further 10 years In ten years, finding and sharing information through the Internet will be so ingrained in our lives that we'll take it for granted.
- Researchers at Elon University and the Pew Internet Project canvassed technology innovators, entrepreneurs and analysts, digital professionals, and the highly engaged public, asking them to assess today's trends and imagine what may evolve. They were offered a series of questions and encouraged to elaborate in written responses. The links lead to seven 2014 reports based on a survey fielded from late November 2013 through early January 2014.
- Internet of Things (IoT) (sometimes call Web 3.)is an integrated part of Future Internet including existing and evolving Internet and network developments and could be conceptually defined as a dynamic global network infrastructure with self configuring capabilities based on standard and interoperable communication protocols where physical and virtual “things” have identities, physical attributes, and virtual personalities, use intelligent interfaces, and are seamlessly integrated into the information network. Ceaseless inventory control would become ubiquitous.[9] A person's ability to interact with objects BUT ITS MUCH MORE THAN THAT Capabilities such as self-awareness, context awareness and inter-machine communication are considered a high priority for the IoT. According to Gartner, there will be nearly 26 billion devices on the Internet of Things by 2020 Internet of Things Installed Base Will Grow to 26 Billion Units By 2020". http://www.gartner.com/newsroom/id/2636073
- Thomas and Brown (2011), ‘culture of learning’, explained how much the internet has changed the way we think about both technology and information. In this new culture of learning, information technology has become a participatory medium, giving rise to an environment that is constantly being changed and reshaped by the participation within information spaces. A major challenge for education is to enable and facilitate the generation of new knowledge via an appropriate information environment, to facilitate integration of new concepts within each person’s existing knowledge structure. This is described as an ‘information ecology’. By creating curriculum and subject delivery which can be reshaped and reconstructed in a dynamic manner in response to changing environmental conditions or the personal professional needs of students, a digital information ecology provides the opportunity to work with information in the construction of knowledge in more dynamic ways, connecting learning experiences across the contexts of location, time, devices and platforms.
- Reach and impact of new and emerging technology - how many ways have things changed?
- “Information ecology examines the contexts of information behaviour by analogy with ecological habitats and niches, identifying behaviours in biological terms such as ‘foraging’ “(Bawden & Robinson, 2012. p.199). In this context of adaptive and responsive co-construction of knowledge, we can facilitate a viable praxis in digital environments, influenced by concepts of rhizomatic learning. “Seen as a model for the construction of knowledge, rhizomatic processes hint at the interconnectedness of ideas as well as boundless exploration across many fronts from many different starting points” (Sharples, et al. 2012 p.33).
- demands more than a ‘flipped classroom’ if we adopt a pedagogical stance to the co-construction of knowledge in digital environments.
- This paper from the Institute of the Future provides an explanatory discussion of 10 skills for the future workforce, in response to the six drivers of change identified. It is clear that we cannot know exactly how technology will continue to drive the changes that are impacting on the learning experiences of students, but that we must be prepared to provide an agile response to their needs. However, as educators we also know that the purpose of education is to prepare our students to become active participants in the workforce of the future. This provides us with another direction for framing our investigations of education in a digital world.
- Global connectivity, smart machines, and new media are just some of the drivers reshaping how we think about work, what constitutes work, and the skills we will need to be productive contributors in the future. This report analyzes key drivers that will reshape the landscape of work and identifies key work skills needed in the next 10 years. It does not consider what will be the jobs of the future. Many studies have tried to predict specific job categories and labor requirements. Consistently over the years, however, it has been shown that such predictions are difficult and many of the past predictions have been proven wrong. Rather than focusing on future jobs, this report looks at future work skills—proficiencies and abilities required across different jobs and work settings. - See more at: http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/#sthash.Ko83vgJQ.dpuf
- Collaboration. Professional relationships will increasingly be characterised by an open knowledge exchange, not only between colleagues and peers with similar professional profiles and learning needs, but also between older and younger, experienced and inexperienced workers. To determine how education and training policy can adequately prepare learners for life in the future society, there is a need to envisage which competences will be relevant and how these will be acquired in 2020-2030. This study aims to identify, understand and map how learning strategies and trajectories are expected to change, given current trends, thus creating a descriptive vision of the future.
- Rethinking the roles of teachers. Increasing hybrid learning designs. Rethinking how schools work. Leadership implications are common to all the challenges described in this section, but two will require visionary leadership. The first is considered by the expert panel as a crucial need to incorporate more complex thinking and communication in learning experiences — skills that are vital for success in college and the workforce. The second opportunity for extraordinary leadership was deemed a wicked challenge by the expert panel. Schools are trying to understand how to keep formal education relevant to meet the needs of a rapidly evolving workforce and global society
- Rethinking the roles of teachers. Increasing hybrid learning designs. Rethinking how schools work. Leadership implications are common to all the challenges described in this section, but two will require visionary leadership. The first is considered by the expert panel as a crucial need to incorporate more complex thinking and communication in learning experiences — skills that are vital for success in college and the workforce. The second opportunity for extraordinary leadership was deemed a wicked challenge by the expert panel. Schools are trying to understand how to keep formal education relevant to meet the needs of a rapidly evolving workforce and global society
- Educational informatics systems attempt to combine the best of both worlds by enabling pedagogically mediated access to the vast information universe available via the Web, fusing standards and techniques relating to metadata, ontologies and semantic web-based reasoning approaches. Key conceptual, pedagogical and methodological issues
- This digital information ecology demands a new knowledge flow between content and digital connections. Now the learning environment is augmented by the available range of pervasive, immersive, information and communication rich environments. Think of it as a global information ecosystem with nodes of socially connected mobile devices where interaction is key, and where mobile devices are providing visual, text, and sound connections to in evolving conversations.
- demands more than a ‘flipped classroom’ if we adopt a pedagogical stance to the co-construction of knowledge in digital environments
- The rate of technology change is accelerating as is a teacher’s responsibility for facilitating learning in current and emerging digital environments. Curriculum innovation depends on integration with digital and multimodal approaches to learning. Curriculum innovation depends on adopting a teaching and learning approach that is flexible, student-centred, and incorporates a range of tools and devices for digital connectivity. Evidence-based practice needs to drive the decision-making cycle. Why doesn’t everyone understand our focus?
- nature and scope of knowledge
- nature and scope of knowledge
- Our interactive knowledge environments are simple, complex and widely diverse. The Digital Dead Sea Scrolls from the Israel Museum http://dss.collections.imj.org.il/ demonstrates how we can connect to our knowledge and cultural past with the tools of the future. Johann Gutenberg’s Bible, the first real book to be printed using the technique of printing which Gutenberg invented in the 1450s is available online from the British Library http://www.bl.uk/treasures/gutenberg/homepage.html. Many other Treasures in Full of rare historic works are available from the British Library. The World Digital Library (WDL) makes available, in multilingual format, significant primary materials from countries and cultures around the world.
- Information can be sought, stumbled upon, fetched, found, mashed! In such a context we need to become very savvy in guiding our students, or providing entry points to begin the engagement with information and knowledge sources. Cultivating scholarly inquisitive mindsets. Beyond knowing facts. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.
- The internet has simply changed the way we think of information and technology. Now, all our students are born into a digital era that is constantly changing their literacy and information encounters and the ways they can learn. Participative new media and technology tools are actually altering the shape and experience of learning, and are creating a need for new skills, new tools and new forms of literacy, information exchange and knowledge networking .