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Digital Higher Education and its Potential for the Innovation of European Higher Education Systems

Mark Brown
Mark Brown
Mark BrownProfessor and Director of the National Institute for Digital Learning at Dublin City University

Keynote presentation at the European Association for Distance Teaching Universities Conference, Krakow, 24th October, 2014

Digital Higher Education and its Potential for the Innovation of European Higher Education Systems

1 of 66
Digital Higher Education 
and its Potential for the Innovation 
of European Higher Education Systems 
Keynote: Professor Mark Brown 
Director, National Institute for Digital Learning 
Dublin City University 
24th October 2014
Digital Higher Education 
and its Potential for the Innovation 
of European Higher Education Systems 
Keynote: Professor Mark Brown 
Director, National Institute for Digital Learning 
Dublin City University 
24th October 2014
The real question…. 
What type of higher 
education system do we 
want the innovative use of 
digital technology to serve?
Digital Higher Education and its Potential for the Innovation of European Higher Education Systems
“…We risk being left 
behind as other parts of 
the world act more nimbly 
in garnering the benefits 
of technology” (p.6).
Outline… 
1. Numbers 
1. Narratives 
3. Nomenclature

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Digital Higher Education and its Potential for the Innovation of European Higher Education Systems

  • 1. Digital Higher Education and its Potential for the Innovation of European Higher Education Systems Keynote: Professor Mark Brown Director, National Institute for Digital Learning Dublin City University 24th October 2014
  • 2. Digital Higher Education and its Potential for the Innovation of European Higher Education Systems Keynote: Professor Mark Brown Director, National Institute for Digital Learning Dublin City University 24th October 2014
  • 3. The real question…. What type of higher education system do we want the innovative use of digital technology to serve?
  • 5. “…We risk being left behind as other parts of the world act more nimbly in garnering the benefits of technology” (p.6).
  • 6. Outline… 1. Numbers 1. Narratives 3. Nomenclature
  • 7. Outline… 1. What do the numbers tell us? 1. What narratives are being told? 3. Why is nomenclature important?
  • 8. “Who controls the past commands the future. Who commands the future conquers the past.” (George Orwell)
  • 10. 1. What do the numbers tell us?
  • 11. 1. What do the numbers tell us? Three Paradoxes
  • 12. Paradox 1 Blended, On-line and Digital (BOLD) education is booming but the level of concern is growing throughout the world 1. What do the numbers tell us?
  • 13. Growth in US Enrolments… Allan, I., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group and Quahog Research Group, LLC. 1. What do the numbers tell us?
  • 15. Allan, I., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group and Quahog Research Group, LLC. 1. What do the numbers tell us?
  • 16. Type A 66% Education at a Glance… OECD Average 70% 1. What do the numbers tell us?
  • 17. ‘However, when we adjust for course level and do not focus on a particular group of students, Massey University and the Open University have comparable extramural course completion rates. ‘ (p.30). Guiney, P. (2014). Extramural students’ participation and achievement: Trends, patterns, highlights. New Zealand Ministry of Education. Wellington 1. What do the numbers tell us?
  • 18. 1. What do the numbers tell us?
  • 19. Paradox 2 The public and private benefits of higher education are clear to all but there is a growing risk of social and economic exclusion 1. What do the numbers tell us?
  • 20. 1. What do the numbers tell us?
  • 21. Ireland 1. What do the numbers tell us? Poland NZ
  • 22. 1. What do the numbers tell us?
  • 23. 1. What do the numbers tell us? UNESCO. (2013). Education for All Global Monitoring Report. Paris.
  • 24. EU Unemployment Rate Almost 13 million people have been unemployed for more than one year 1. What do the numbers tell us?
  • 25. 1. What do the numbers tell us?
  • 26. Ireland 1. What do the numbers tell us?
  • 27. Paradox 3 While the benefits of higher education have been quantified we know very little about the tangible return on investment for the subset of off-campus online / distance learners 1. What do the numbers tell us?
  • 28. “There is also almost no understanding of the private and social benefits of distance and online education in comparison with those of face-to-face education” (Rumble, 2014, p.208). 1. What do the numbers tell us?
  • 29. Recommendation 6. “National funding frameworks should create incentives, especially in the context of new forms of performance-based funding, for higher education institutions to open up education, to develop more flexible modes of delivery and to diversify their student population.” 1. What do the numbers tell us?
  • 30. Is the money on the mission? 1. What do the numbers tell us? 2.7%
  • 31. 2. What narratives are being told?
  • 32. 2. What narratives are being told? Competing Stories
  • 33. “An avalanche is coming. It’s hard of course, to say exactly when. It may be sooner than we think. Certainly there is no better time than now to seek to understand what lies ahead for higher education – and to prepare” (p.8) Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche is coming: Higher education and the revolution ahead. Institute for Public Policy Research. London. 2. What narratives are being told?
  • 34. “An educational change is neither natural nor normal, constant nor common as it involves a deeper struggle over who will win control of the curriculum” (Evans, 1996, p.25). 2. What narratives are being told?
  • 35. Selwyn, N., & Bulfin, S. (2014). The discursive construction of MOOCs as educational opportunty and educational threat. Monash University. 2. What narratives are being told?
  • 36. Knowledge Economy Learning Society 2. What narratives are being told?
  • 37. Knowledge Economy 2. What narratives are being told? • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • Learning Society
  • 38. Knowledge Economy Learning Society 2. What narratives are being told? • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • Different interest groups and stakeholders borrow the same ‘language of persuasion’ to legitimize their own transformative agenda
  • 39. Reproduction • Mass education • Quality standards • Education as commodity • Increased market competition Knowledge Economy Learning Society 2. What narratives are being told? • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • Competing Digital Discourses
  • 40. Reproduction Knowledge Economy 2. What narratives are being told? Reschooling • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • • xMOOCs • Learning for all • Global curriculum • Education in change Competing Digital Discourses • Mass education • Quality standards • Education as commodity • Increased market competition Learning Society
  • 41. Reproduction Reschooling Deschooling Knowledge Economy 2. What narratives are being told? • Open learning • Online learning • Anytime, anywhere learning E-learning • Digital learning • Technology-enhanced learning • • xMOOCs • Learning for all • Global curriculum • Education in change • OERu • Un-curriculum • Opening access • Unbundling learning Competing Digital Discourses • Mass education • Quality standards • Education as commodity • Increased market competition Learning Society
  • 42. Reproduction Reschooling E-learning • Digital learning • Technology-enhanced learning • Knowledge Economy 2. What narratives are being told? • Open learning • Online learning • Anytime, anywhere learning Reconceptualist Competing Digital Discourses Deschooling • xMOOCs • Learning for all • Global curriculum • Education in change • OpenUpEd • Digital citizenship • Socially just society • Education for change • Mass education • Quality standards • Education as commodity • Increased market competition • OERu • Un-curriculum • Opening access • Unbundling learning Learning Society
  • 43. 2. What narratives are being told?
  • 44. Learning to change and transform Learning to live 2. What narratives are being told? together Learning to do Learning to know Learning to be Digital Inclusion Digital Citizenship Digital Identity (Delors Report, 1972)
  • 45. 2. What narratives are being told? How well is Europe doing?
  • 46. 3. Why is nomenclature important?
  • 47. 3. Why is nomenclature important? Rooted in Identity
  • 48. 3. Why is nomenclature important?
  • 49. 3. Why is nomenclature important?
  • 54. 3. Why is nomenclature important?
  • 55. 3. Why is nomenclature important?
  • 59. Conclusion What type of higher education system do we want the innovative use of digital technology to serve?
  • 60. A more inclusive digital learning ecology… Off Campus in Class Synchronous Asynchronous Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class
  • 61. One that Transforms Lives and Societies And…
  • 62. Vision… To be recognised as a world leader at the forefront of education, research and innovation in contemporary models of teaching and learning that help to transform lives and societies.
  • 63. International Advisory Board… • Professor Grainne Conole • Professor Terry Anderson • Dr Larry Johnson • Professor Mike Keppell • Sally Reynolds • Professor George Siemens
  • 64. International Advisory Board… • Professor Rhona Sharpe • Professor Peter Shea • Professor Norm Vaughan • Professor Airina Volungevicene • Professor Martin Weller • Professor Steve Wheeler
  • 65. 2015 Irish Higher Education Horizon Report
  • 66. Contact Details mark.brown@dcu.ie @mbrownz http://www4.dcu.ie/nidl http://www.slideshare.net/mbrownz