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Backing a Winner: A Form Guide for Higher Education in Uncertain Times

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Keynote presentation given at CSU conference, November, 2012.

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Backing a Winner: A Form Guide for Higher Education in Uncertain Times

  1. 1. Backing a Winner:A Form Guide for Higher Education in Uncertain Times Professor Mark Brown Director, National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance
  2. 2. Put another way… What does it take to win the race that stops a nation?
  3. 3. Who backed a winner?
  4. 4. Milky bars are on you!
  5. 5. A dirty little secret…
  6. 6. A dirty little secret…
  7. 7. A dirty little secret…
  8. 8. My keynote… The light comes through the cracks… “Seeking deep wisdom”
  9. 9. Outline… 1. Another dirty little secret 2. The shifting turf of higher education 3. Developing a new form guide for uncertain times
  10. 10. Central message… A real danger that new forms of open, online and blended learning will repeat and entrench many of today‟s wicked problems using yesterday‟s solutions.
  11. 11. Technology matters… “We use to talk more before someone invented fire”
  12. 12. 1. A dirty little secret
  13. 13. The truth is that…
  14. 14. The truth is that…Many technology-enhanced learning initiativesreinforce traditional pedagogy and conventionaleducational outcomes…
  15. 15. The truth is that…Many technology-enhanced learning initiativesreinforce traditional pedagogy and conventionaleducational outcomes… … andopen, online and blended learningarepart of the problem.
  16. 16. The truth is that…Many technology-enhanced learning initiativesreinforce traditional pedagogy and conventionaleducational outcomes… … andopen, online and blended learningarepart of the problem. Arguably they convey false promises and ahidden curriculum which is infused with the language of education in change.
  17. 17. False promises… Technology Expectation Cycle (Cuban, 1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press.
  18. 18. False promises… High expectations Technology Rebukes Growingand blame Expectation Cycle support (Cuban, 1986) Subsided enthusiasm Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers‟ College Press.
  19. 19. Technology-enhanced learning involves anongoing cycle of hype, hopeanddisappointment(Gouseti, 2010).
  20. 20. Technology-enhanced learning involves anongoing cycle of hype, hopeanddisappointment(Gouseti, 2010). Gartner Hype Cycle
  21. 21. With the coming of the New Media, the need forprint on paper will rapidly diminish. The day willsoon arrive when the world‟s literature will beavailable from The Automatic Library at themere pressing of a button (Uzanne, 1994).
  22. 22. With the coming of the New Media, the need forprint on paper will rapidly diminish. The day willsoon arrive when the world‟s literature will beavailable from The Automatic Library at themere pressing of a button (Uzanne, 1894).
  23. 23. The next big thing…
  24. 24. “… fundamentalelements of contemporarylearning and teaching have remained largelyuntouched by the waves of digitaltechnologies that have been introduced insideand outside of the classroom over the lastthree decades”(Selywn, 2011, p. 714).
  25. 25. The reality is that… … theadditiveor „pump, pump,dumpmodel‟ of open, online and blended learning remains the norm.
  26. 26. An inconvenient truth… • New demands on staff • Increased expectations placed on learners • Lack of time to devote to pedagogy and professional development
  27. 27. “Despite the tremendous advances intechnology over the last 50 years the wealthgap between rich and poor countries hasdoubled.”
  28. 28. 2. The shifting turf…
  29. 29. 2. The shifting turf… • How technology is changing our lives • The economics of abundance • The open movement
  30. 30. How technology is changing our lives…
  31. 31. About WaggaWagga…
  32. 32. http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be
  33. 33. What does all this mean?A growing gap between formal andinformallearning and new types of globallyconnected learners are expecting newtypes of education for new times.
  34. 34. The economics of abundance…
  35. 35. The economics of abundance…New Models of New Models of Production Delivery New Models of KnowledgeTransfer
  36. 36. New production models…
  37. 37. New delivery models…
  38. 38. New models of knowledge transfer…
  39. 39. But waitthere‟s more…
  40. 40. Thenew open movement… October 2012 http://www.ey.com/AU/en/Industries/Government---Public-Sector/UOF_University-of-the-future
  41. 41. http://theconversation.edu.au/
  42. 42. FOMO
  43. 43. What does all this mean?The traditional universityis being chiseledaway by powerful global forces and newbusiness models as a multitudeofalternativeproviders emerge.
  44. 44. 3. New form guide…
  45. 45. 3. New form guide… “Given all that we know about the social complexities of technology use in education, a pessimistic stance is the most sensible, and possibly the most productive, perspective to take” (Selwyn, 2011, p.714).
  46. 46. As Grosz (1990) writes… “To say something is not true, valuable, or useful, without posing alternatives is, paradoxically, to affirm that it is true” (cited in Milojevic, 2005, p.5).
  47. 47. So what does it take to win the race that stops a nation?
  48. 48. So what does it take to win the race that stops a nation? Is this actually the race you want to win?
  49. 49. There is only one race that matters… The human race!
  50. 50. My form guide… • What type of future higher education system do we want educational technology to serve?
  51. 51. My form guide… • What type of future higher education system do we want educational technology to serve? • What are the educational outcomes we seek from open, online and blended learning?
  52. 52. My form guide… • What type of future higher education system do we want educational technology to serve? • What are the educational outcomes we seek from open, online and blended learning? • How will new and emerging models of higher education help us to realize the educational outcomes we seek?
  53. 53. Pillars of learning… Learning Learning Learning Learning to be to know to do to live together
  54. 54. Pillars of learning… Learning to change and transform Learning Learning Learning Learning to be to know to do to live together
  55. 55. How does technology help…
  56. 56. How does technology help… • to enhance the quality of teaching and learning? • to challenge conventional wisdom and contribute new knowledge that makes a difference? • to prepare digitally literate citizens capable of reshaping the Knowledge Society?
  57. 57. Final Thoughts… The future lies in… Understanding the transformativepotential of university education for inspiring people tobetter themselves, for buildingcapacityfor change within communities and for promoting widersocietal benefits.
  58. 58. What are the wider social, culturalandeconomic benefits of universityeducation to the nation?
  59. 59. What are the wider social, culturalandeconomic benefits of universityeducation to the nation?How doesCharles Sturt Universitycontribute to these benefits?
  60. 60. There is another race… Future Taker Future Maker Education for change
  61. 61. “A prudent question is one-half of wisdom.” Francis Bacon http://www.slideshare.net/mbrownz/

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