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Blended with Purpose: A Fickle Dance of Hype and Hope

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Invited presentation at Copenhagen Business School, Copenhagen, Denmark, 23rd October, 2017.

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Blended with Purpose: A Fickle Dance of Hype and Hope

  1. 1. Blended with Purpose: A Fickle Dance of Hype and Hope Professor Mark Brown Director, National Institute for Digital Learning Copenhagen, Denmark 23rd October, 2017
  2. 2. Outline… Blended with Purpose: A Fickle Dance of Hype and Hope
  3. 3. Outline… 1. Fickle dance 2. Beyond old steps 3. Dancing with purpose Blended with Purpose: A Fickle Dance of Hype and Hope
  4. 4. Key point…
  5. 5. 1. Fickle dance…
  6. 6. 1. Fickle dance…
  7. 7. 1. Fickle dance…
  8. 8. “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world’s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1994). 1. Fickle dance…
  9. 9. “With the coming of the New Media, the need for print on paper will rapidly diminish. The day will soon arrive when the world’s literature will be available from The Automatic Library at the mere pressing of a button” (Uzanne, 1894). 1. Fickle dance…
  10. 10. “I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks,” (Thomas Edison, 1922) 1. Fickle dance…
  11. 11. “We will undoubtedly have lectures of every conceivable kind presented to us right in our homes, when practical television arrives, possibly a year or two off.” Short Wave Craft, 1935 1. Fickle dance…
  12. 12. Project Plato – 1960s 1. Fickle dance…
  13. 13. Project Plato – 1960s 1. Fickle dance…
  14. 14. Gartner Hype Cycle “Technology-enhanced learning involves an ongoing cycle of hype, hope and disappointment” (Gouseti, 2010). MOOCs 1. Fickle dance…
  15. 15. 1. Fickle dance…
  16. 16. “Resilience requires adaptation and evolution to new environmental conditions, but retains core identity” (Weller & Anderson, 2013, p.55). 1. Fickle dance…
  17. 17. 1. Fickle dance…
  18. 18. In 1976… 89% market share 1. Fickle dance…
  19. 19. 2. Beyond old steps…
  20. 20. 2015 Is face-to-face teaching better than online learning? 2. Beyond old steps…
  21. 21. Is blended learning really transforming traditional pedagogy? 2. Beyond old steps… 2017
  22. 22. Is blended learning really transforming traditional pedagogy? 2. Beyond old steps…
  23. 23. “At its simplest, blended learning is the integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004, p.96). Is blended learning really transforming traditional pedagogy? 2. Beyond old steps…
  24. 24. Weak sense of blending… Is blended learning really transforming traditional pedagogy? 2. Beyond old steps…
  25. 25. Is blended learning really transforming traditional pedagogy? 2. Beyond old steps…
  26. 26. Is blended learning really transforming traditional pedagogy? 2. Beyond old steps…
  27. 27. “. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency” (Vaughan, 2012). Is blended learning really transforming traditional pedagogy? 2. Beyond old steps…
  28. 28. Is blended learning really transforming traditional pedagogy? 2. Beyond old steps…
  29. 29. Is blended learning really transforming traditional pedagogy? Trowler, P., Ashwin, P. and Saunders, M. (2014). The Role of HEFCE in Teaching and Learning Enhancement: A Review of Evaluative Evidence. The Higher Education Academy, p.16. 2. Beyond old steps…
  30. 30. Stronger Sense of Blending… Is blended learning really transforming traditional pedagogy? 2. Beyond old steps…
  31. 31. Is blended learning really transforming traditional pedagogy? 2. Beyond old steps…
  32. 32. Is blended learning really transforming traditional pedagogy? 2. Beyond old steps…
  33. 33. Is blended learning really transforming traditional pedagogy? 2. Beyond old steps… Assessment
  34. 34. Arguably the concept has done little to disrupt the ‘old normal’ and the familiar 123, 123, 123 of the traditional slow waltz which continues to dominate our thinking about university teaching. The inconvenient truth is… Blended learning has become a popular term that means different things to different people… 2. Beyond old steps…
  35. 35. “A future of hybrid [blended] learning is an opportunity, not a threat. If implemented sensitively and professionally it will lead to higher student performance and greater staff satisfaction” (Daniel, 2016, p.18) 2. Beyond old steps…
  36. 36. B O L D [ Blended | On-line | Digital ] 2. Beyond old steps…
  37. 37. "Using new digital technology to improve education is not rocket science... it is much, much harder than that” (Diana Laurillard, 2009). 3. Dancing with purpose…
  38. 38. Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design The 7Cs Design Framework 3. Dancing with purpose…
  39. 39. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework 3. Dancing with purpose…
  40. 40. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework Places Tools Spaces 3. Dancing with purpose…
  41. 41. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Interactivity Framework Place of Learning (Where Learning Ocurrs) Mode of Learning (How Learning Occurs) Pace of Learning (When Learning Occurs) 3. Dancing with purpose…
  42. 42. Littlejohn, A., & Pegler, C. (2007). Preparing for Blended E- Learning. 70-93. New York: Routledge. Principle of Substitution 3. Dancing with purpose…
  43. 43. “The problem is not making up the steps but deciding which onesto keep.” Mikhail Baryshnikov 3. Dancing with purpose…
  44. 44. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Design compass… 3. Dancing with purpose…
  45. 45. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Leakage The New Blended Learning Ecology Physical Virtual 3. Dancing with purpose…
  46. 46. Designing for caves, campfires, watering holes and mountain tops Metaphors for design… 3. Dancing with purpose…
  47. 47. Conclusion • Courage to explore new spaces • Design your own dance • Be a future maker Three key lessons….
  48. 48. “Blended learning should be in the service of big ideas, not as a big idea in itself” (adapted from Barnett, 2011). Conclusion
  49. 49. EMBED Project… Conclusion
  50. 50. Go raibh maith agaibh!
  51. 51. “A prudent question is one-half of wisdom” Francis Bacon
  52. 52. Professor Mark Brown Director, National Institute for Digital Learning www.dcu.ie/nidlmark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz

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